Action Learning: Research and Practice最新文献

{"title":"Systemic action learning action research and entrepreneurship momentum development","authors":"Olusegun Matthew Awotunde, A. Aregbeshola","doi":"10.1080/14767333.2024.2377076","DOIUrl":"https://doi.org/10.1080/14767333.2024.2377076","url":null,"abstract":"","PeriodicalId":156610,"journal":{"name":"Action Learning: Research and Practice","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing leaders on-line using action learning: an account of practice","authors":"Katie E Willocks, Julia Rouse","doi":"10.1080/14767333.2024.2359239","DOIUrl":"https://doi.org/10.1080/14767333.2024.2359239","url":null,"abstract":"","PeriodicalId":156610,"journal":{"name":"Action Learning: Research and Practice","volume":"119 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141361202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Action learning in social work education","authors":"Jessica Garner","doi":"10.1080/14767333.2024.2359236","DOIUrl":"https://doi.org/10.1080/14767333.2024.2359236","url":null,"abstract":"","PeriodicalId":156610,"journal":{"name":"Action Learning: Research and Practice","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘SAGA’: a method to support the practice of critical action learning","authors":"Bernhard Hauser, Russ Vince","doi":"10.1080/14767333.2024.2347203","DOIUrl":"https://doi.org/10.1080/14767333.2024.2347203","url":null,"abstract":"","PeriodicalId":156610,"journal":{"name":"Action Learning: Research and Practice","volume":"26 S2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141051246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research Handbook of Innovation for a Circular EconomyResearch Handbook of Innovation for a Circular Economy Edited by Siri Jakobsen, Thomas Lauvås, Nord University Business School, Norway, Francesco Quatraro, University of Torino, Italy, Einar Rasmussen, Marianne Steinmo, Nord University Business School, Norway, Edward Elgar Publishing2021, Pages: 360, Hardback ISBN 978 1 80037 308 2£184.00, Paperback ISBN 978 1 0353 2033 2 c £39.00, e-Book ISBN 978 1 80037 309 9£31.20","authors":"Genevieve Cother","doi":"10.1080/14767333.2023.2264016","DOIUrl":"https://doi.org/10.1080/14767333.2023.2264016","url":null,"abstract":"","PeriodicalId":156610,"journal":{"name":"Action Learning: Research and Practice","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Humanistic person-centred set facilitation","authors":"Gary Shepherd","doi":"10.1080/14767333.2023.2262403","DOIUrl":"https://doi.org/10.1080/14767333.2023.2262403","url":null,"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.","PeriodicalId":156610,"journal":{"name":"Action Learning: Research and Practice","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136097901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Action learning helps talent development and problem solving in Chinese companies","authors":"Jiyan Shi, Christine Abbott","doi":"10.1080/14767333.2023.2264028","DOIUrl":"https://doi.org/10.1080/14767333.2023.2264028","url":null,"abstract":"ABSTRACTA 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. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJiyan ShiJiyan Shi has over 20 years of management and training experience and is now a senior became partner of Gene 100. He started to practice action learning in 2013, having attended an action learning facilitator programme which was delivered Christine Abbott when he was Chair of the corporate university of Dongxu.Christine AbbottChristine Abbott is one the founders of the Centre for Action learning in the UK who acts as an action learning consultant for Gene 100in China supporting their programmes and training their facilitators.","PeriodicalId":156610,"journal":{"name":"Action Learning: Research and Practice","volume":"2010 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of Codevelopment Action Learning on work self-efficacy, based on the results of a mixed-methods longitudinal study","authors":"Maxime Paquet, Louis Bélisle, Nathalie Lafranchise, François L’Écuyer, Nesrine Fazez, Élodie Latreille, Nathalie Sabourin","doi":"10.1080/14767333.2023.2260330","DOIUrl":"https://doi.org/10.1080/14767333.2023.2260330","url":null,"abstract":"ABSTRACTThis 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.KEYWORDS: Codevelopment Action Learningcodevelopment groupsaction learningwork self-efficacyfacilitator AcknowledgementsThe authors would like to thank Diana Halfpenny, an invaluable member of the team, for translating and editing this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 See Paquet et al. (Citation2022) for a detailed description of the CAL method’s structure, steps and roles as well as the similarities with and differences from traditional AL.2 For greater readability, the CAL steps are listed in the appendix.3 Codev-Action is the name of a research programme that, since 2012, has received four Social Sciences and Humanities Research Council (SSHRC) grants. The programmes’s second phrase is called: ‘Démarche de recherche-action collaborative visant à approfondir l’optimisation et les impacts des groupes de codéveloppement professionnel, dans une perspective transversale des secteurs’, or Collaborative action-research project to further improve the impact of codevelopment groups from different sectors.4 For a comprehensive introductory text about QCA, we recommend Legewie (Citation2013).5 The paired t-test is used to determine whether the two mean WSE scores being compared are significantly different. The p-value indicates the probability of making a mistake by saying that the difference between the scores is real, while it is not (Type 1 error). To be significant, the p-value must be under the widely accepted 5% threshold (p < 0.05).Additional informationFundingThis work was supported by Social Sciences and Humanities Research Council of Canada (SSHRC).Notes on contributorsMaxime PaquetMaxime Paquet, Ph.D., Industrial and Organizational (I/O) psychologist, associate professor, De","PeriodicalId":156610,"journal":{"name":"Action Learning: Research and Practice","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are birds free from the chains of the skyway? Action learning in a cultural context","authors":"John Edmonstone, Daniela Cialfi","doi":"10.1080/14767333.2023.2265603","DOIUrl":"https://doi.org/10.1080/14767333.2023.2265603","url":null,"abstract":"ABSTRACTThe 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.KEYWORDS: Action learningculturelocal context Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":156610,"journal":{"name":"Action Learning: Research and Practice","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Action learning for community development from the lens of the UN's SDGs: a systematic literature review","authors":"Seung-Hee Park, Yonjoo Cho, Hyeon-Cheol Bong","doi":"10.1080/14767333.2023.2262410","DOIUrl":"https://doi.org/10.1080/14767333.2023.2262410","url":null,"abstract":"ABSTRACTIn 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.KEYWORDS: Action learning for community developmentsystematic literature reviewThe United Nations’ sustainable development goalsglobal and Korean contexts Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The matrix table of 85 reviewed articles takes up 22 pages. Upon request, we may send it for your review.Additional informationNotes on contributorsSeung-Hee ParkSeung-Hee Park has been with the Korea Action Learning Association and a doctoral student at Seoul Business School, aSSIST University, Seoul, South Korea.Yonjoo ChoDr. Yonjoo Cho is Professor of Human Resource Development at University of Texas at Tyler, Tyler, Texas, USA.Hyeon-Cheol BongDr. Hyeon-Cheol Bong is Professor of Business Administration at Jeonbuk National University, Jeonju, South Korea.","PeriodicalId":156610,"journal":{"name":"Action Learning: Research and Practice","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}