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The paper aims to describe the development and introduction of the project action learning (PAL) framework as the OL vehicle in a company's move towards a learning organization.

This is a longitudinal case study of this company‐based LO and OL project. The paper describes the development and implementation experiences of PAL within the company, located in the Pearl River Delta of Southern China.

This paper describes the first four rounds of the PAL implementation within the case company. This is a work in progress. To date a very successful start to PAL implementation has been reported.

After a successful start of the PAL implementation, the authors and the sponsoring company anticipate a continued propagation of PAL activities as the main OL vechicles of the company.

This is a useful case reference for LO and OL development and implementation in industrial organization particularly for manufacturing enterprises in Southern China.

This chapter describes the complementary benefits of model-building and data analysis using algorithm and statistical modeling methods in the context of unobtrusive marketing field experiments and in transforming findings into isomorphic-management models. Relevant for marketing performance measurement, case-based configural analysis is a relatively new paradigm in crafting and testing theory. Statistical testing of hypotheses to learn net effects of individual terms in MRA equations is the current dominant logic. Isomorphic modeling might best communicate what executives should decide using the findings from algorithm and statistical models. Data testing these propositions here uses data from an unobtrusive field experiment in a retailing context and includes two levels of expertise, four price points, and presence versus absence of a friend (“pal” condition) during the customer-salesperson interactions (n = 240 store customers). The analyses support the conclusion that all three approaches to modeling provide useful complementary information substantially above the use of one or the other alone and that transforming findings from such models into isomorphic-management models is possible.

This paper explores the school leadership career outcomes, timing and educator evaluation of those who complete the Massachusetts Performance Assessment for Leaders (PAL) in comparison with others who did not. It also compares outcomes for those with different PAL score completion requirements.

Using PAL assessment results and state employment data for years 2015 through 2019, the authors examined trends and timing in PAL completers' career advancement into an initial school leader position (assistant principal or principal), by assessment cohort (based on assessment year and passing (cut) score requirements) and with who never had to complete the assessment for licensure (non-PAL completers). Using regression analysis, the authors evaluated potential race/ethnicity and gender differences in advancement. Using chi-square tests of association, the authors compared non-PAL and PAL completers on their demographic attributes and on retention and promotion from assistant principal and on their educator evaluation scores. The authors also examined differences in advancement based on the cut score requirements and preparation pathways.

PAL completers made steady career advances over time and at faster rates than non-PAL completers. Further, PAL completers subject to higher cut score requirements advanced more quickly than those with lower or no score requirements. PAL completers' gender and race/ethnicity seemed to matter less in career advancement than was found in other studies. In 2019, almost half who advanced were employed in the same districts as they had been in 2014 and were more likely to be new leaders in urban districts. When compared with other career-related measures, PAL completers outperformed non-PAL completers who first became school leaders since 2014: they were more likely to be rated as exemplary on educator evaluation and more likely to be retained or promoted after two years in their first school leader position.

Until now little research has existed on the career effects of licensure assessments. Because it requires candidates to demonstrate proficiency in core areas of school leadership work, the PAL assessment appears to be a superior means of screening initial school leaders (based on rate of hiring) and of signaling future performance (based on subsequent educator evaluation ratings) than other assessment forms (such as the School Leader Licensure Assessment [SLLA] exam).

The creation of the Patient Advice and Liaison Service (PALS) was part of a range of measures to make the NHS more patient‐centred. The purpose of this paper is to present a critical analysis of PALS through examining the impact on major stakeholder groups.

The paper starts by examining the drivers for reform and the significance of PALS in the wider policy context. Key issues for implementation are then discussed including access to information, independence, cultural change in the health service and relationships with the voluntary sector. Research literature on the provision of advice in health care settings is drawn on.

Taking a critical perspective, the paper argues that the current model of PALS can never succeed in bridging the gap between users and the health service and will end up merely defending service interests. It concludes by arguing for an alternative model of development based on fostering strong partnerships with the community and voluntary sector.

This paper highlights critical issues for service development and delivery, including examining the impact on service users and the voluntary sector.

PALS is a very significant development in the health care provision, operating at the interface between the service and the public and yet its development has attracted little critical comment. This paper provides a comprehensive analysis of the new service and proposes an alternative model of development.

The purpose of this study is to prepare a polydopamine (PDA)–palygorskite (Pal) hybrid-reinforced epoxy coating with high adhesion strength on wet concrete surface.

One synthetic step was adopted to prepare novel PDA–Pal hybrid epoxy coating. The process and product were analyzed and confirmed by FIRT, thermogravimetric analysis and scanning electron microscopy. The mass fraction of PDA–Pal hybrid affecting the adhesion strength of epoxy coating was analyzed and confirmed by pull-off test.

PDA–Pal hybrid mass fractions of 0, 1, 3 and 5 were added to the coatings. For a 5 Wt.% PDA–Pal hybrid content, the adhesive strengths on the saturated or underwater concrete surfaces increased to 4.0 and 2.5 MPa, respectively. In addition, the tensile mechanical property of the epoxy coating improved significantly after PDA–Pal addition.

This new epoxy coating hybrid by PDA–Pal could be applied as a concrete protective layer near water or in wet or damp environments.

Introduction of PDA–Pal hybrid to prepare epoxy coating with high adhesion strength on wet concrete surface has not been systematically studied previously.

This paper addresses the importance of a more proactive role of organizational learning (OL) facilitators, learning motivation reinforcer, through a two‐part longitudinal study in a case company. The first part of this study aims to investigate and analyze some unexpected challenges in the project action learning‐driven (PAL) OL implementation in the case company, and the second part seeks to discuss an enhanced role of OL facilitators to cope with the new challenges.

A longitudinal case study supplemented with a series of carefully choreographed field research activities, e.g. interviews, on‐site observations, survey tests, was conducted to achieve the research purpose. In the first part of this study, the feedbacks regarding PAL implementation were collected from different PAL stakeholders to identify the problems and barriers that undermined the effectiveness of PAL implementation. In its second part, the proposed facilitator's interventions were introduced in the case company. The results were examined through a controlled group experiment conducted with an on‐going round of PAL implementation.

The study found that adverse changes in business circumstances and organizational restructurings could dampen staff's motivation toward organization's OL initiatives which would further reduce the OL effectiveness. To redress the situation, a set of facilitator's interventions was developed to reinforce OL members' learning motivation. Study results indicate that the proposed interventions can positively influence the learning motivation of the PAL members in the case company.

This paper describes the difficulties encountered in a real life OL journey and the role OL facilitators could take on to help overcome them. It provides empirical evidence of how the learning motivation and commitment of OL members can be positively influenced by OL facilitation.

The authors believe such longitudinal case based OL research is rare and valuable to OL theorists and practitioners.

Since the late 1980s, the concepts of organizational learning (OL) and learning organization (LO) has prospered and been advocated as an effective strategy for organizational excellence. However, there was a lack of systematic documentation or cases reported proving the sustaining effect of OL. The purpose of this paper is to present a successful 15-year OL case in China, with which to prove PAL is a sustainable vehicle for OL.

This study documents a 15-year successful journey of a project-based action learning (PAL) driven OL setting in a multinational high-tech manufacturing company in China. The case study has been focusing on the progress of the four pillars in the PAL framework (i.e. policy and strategy; learning facilitation; resources and technology; and performance management) throughout the 15-year journey. Besides secondary data collection, on-site interviews with participants and the management of the company were carried out.

From this longitudinal case study, it can be seen that the four pillars form a very robust infrastructure supporting PAL for driving OL within the company. Each pillar is indispensable and evolves according to the needs of the others. Both management and learning team members perceived that PAL is an effective tool to drive OL within the case company.

This paper presents a unique15-year longitudinal examination of a successful OL story in a high-tech company in China, through the adoption of the PAL driven framework and the evolutionary road of the associated parts. While successful, this paper is considered as a “stage” summary of the long range road of OL adoption, with PAL proven to be a sustainable OL vehicle.

Peer-assisted learning (PAL) in formative objective structured clinical examination (OSCE) is an approach used to evaluate the students' clinical competence. This study aims to determine the PAL effectiveness in the formative OSCE in improving clinical competencies and the students' perception and satisfaction of PAL.

Sixty-seven Year 2 medical students experienced PAL in a formative OSCE setting. A self-administered questionnaire was distributed to evaluate their perception and satisfaction on PAL. The effectiveness of the sessions was determined by comparing their OSCE scores between the pre- and post-intervention.

Forty-three students completed the intervention and had the experience to assess their peers as well as being assessed during formative OSCE. However, only 26 students managed to attend both pre- and post-intervention OSCE. It was found that there was a significant improvement of OSCE score after the PAL sessions. Over 97% of these students perceived positively and were satisfied with the sessions and thought that formative OSCE gave an opportunity to improve their learning and develop self-confidence in clinical skills.

The findings suggested that PAL in the formative OSCE is a good opportunity to help in students' learning and improve their clinical competencies apart from learning with experts.

The purpose of this paper is to identify and evaluate faculty and academic staff perceptions, experiences and expectations with respect to a voluntary, bilingual peer assisted learning (PAL) program, which operates for the benefit of students studying in the Faculty of Business at a regional Australian University.

A survey instrument and semi-structured interviews were used to faculty executive and academic staff in order to collect information about the perceived benefits of the program and identify opportunities for improvement.

Based on an analysis of student results, the bilingual PAL program is shown to have a positive effect on performance of students participating in the program. Results from interviews with executive and academic staff indicate a high level of support for this type of student learning program.

Although the value of both bilingual teaching and PAL has been explored in the teaching and learning literature, few studies have examined the integration of these two approaches. This research contributes to the literature by exploring the practical contribution of integrating these approaches. This research also provides valuable information regarding executive and academic perceptions of PAL programs, which is infrequently addressed in the literature. Findings may be used to inform institutions of the value of bilingual PAL programs in relation to international student retention and learning support and provide a starting point for discussions around the practical implications of such programs.

This paper aims to present the result of the pilot run of a research project which aims at evaluating the applicability of project-based action learning (PAL) to shop floor organizational learning (OL) component in a manufacturing company in Dongguan, China. How the PAL framework was introduced and implemented is described. The factors that influence PAL implementation are examined in this pilot implementation. The implications and effectiveness are discussed. The findings shed light on the modifications needed in the PAL framework for shop floor implementation.

This is a longitudinal case research which is conducted in a case company (APT) located in Dongguan, China. PAL framework was introduced and implemented in APT. A wave-like approach was used to repeat launching PAL projects in cycles. Data of learning and work performances were collected for review during each phase and each cycle of the project. The result presented here is from the early round of the pilot PAL implementation.

Result indicated that the PAL framework is applicable in the shop floor level OL. Learning and performance have been found to have improved in all the PAL groups participating in the pilot run. Result also shows that the PAL implementation framework needs some fine tuning to meet the needs of the unique shop floor environment particularly with regard to performance measure and evaluation.

No such case study has been conducted in shop floor level before. The research study will be valuable experience and example for other organizations to implement OL in shop floor level.