Action Learning最新文献

{"title":"Act like a leader, think like a leader","authors":"C. Rigg","doi":"10.1080/14767333.2021.1986903","DOIUrl":"https://doi.org/10.1080/14767333.2021.1986903","url":null,"abstract":"","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48717939","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":"Debating bad leadership: reasons and remedies","authors":"Michael J. Walton","doi":"10.1080/14767333.2021.1986905","DOIUrl":"https://doi.org/10.1080/14767333.2021.1986905","url":null,"abstract":"Part of the ‘Palgrave Debates in Business and Management’ SeriesThis review is written from the perspective of a management development practitioner with a long-standing interest in the antics of t...","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42861910","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":"Physical Co-location: an intersection of problem-solving and vicarious learning","authors":"Radhika Venkat, Amit Gupta, Jayanta Banerjee, Ramesh Babu Chellappan","doi":"10.1080/14767333.2021.1954879","DOIUrl":"https://doi.org/10.1080/14767333.2021.1954879","url":null,"abstract":"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.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48863305","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":"Discourses of practice: an examination of KEF and its effects on the AL/HRD community","authors":"Catharine Ross, Lynn Nichol, Carole Elliott, S. Sambrook, J. Stewart","doi":"10.1080/14767333.2021.1954880","DOIUrl":"https://doi.org/10.1080/14767333.2021.1954880","url":null,"abstract":"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.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14767333.2021.1954880","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48985264","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":"Editorial 18.2","authors":"George Boak, Mike Pedler, John Edmonstone, Hannah Wilson","doi":"10.1080/14767333.2021.1935051","DOIUrl":"https://doi.org/10.1080/14767333.2021.1935051","url":null,"abstract":"This edition of the journal includes six book reviews of publications exploring the learning organisation, coaching, entrepreneurship and leadership and sustainability. The first three reviews are of books about aspects of learning that are closely related to action learning, whilst the other reviews are of books that focus on issues with which those engaged in action learning may be concerned. The first review is John Edmonstone’s assessment of Stefan Kuhl’s The rainmaker effect: Contradictions of the learning organisation, in which the author describes how superstitious beliefs – such as the belief that an individual can act as a rainmaker act in relation to the concept of the learning organisation. Following an analysis of the apparent contradictions and limitations of the idea of the learning organisation, the book examines potential hidden benefits of belief in such an institution. Edmonstone finds the book provides an academic, sociological examination of the concept of the learning organisation, devoid of checklists and handy hints about action, and judges that this is both its strength and its weakness. The second review is by Peter Hawkins, discussing How to Coach Your Team: Release its Potential and Hit Peak Performance by Pam Jones, Vicki Holton and Angela Jowitt. Hawkins describes the book as a practical ‘how to’ publication, which could be a useful toolkit for busy managers and leaders, as well as being of value to those who facilitate action learning sets. Whilst noting that there is much of value in the book, Hawkins argues that successful teams need more ‘outside-in’ (collaborative work with those outside the team) and ‘futureback’ (scoping the future and working back to devise actions in the present) actions than are proposed in the book. Sarah Crabbe also reviews a book related to coaching, 101 Coaching Supervision Techniques, Approaches, Enquiries and Experiments, edited by Michelle Lucas. This is also a practical, ‘how to’ book, in which practitioners explain a variety of techniques that can be used in coaching supervision. A coaching approach is taken to supervision, and so the focus is on how to help the supervisee to take new perspectives and arrive at new solutions. Crabbe concludes that both new and also experienced action learning set facilitators will find something new, interesting and practical among the wide range of ideas discussed in the book. The next two reviews are of books about aspects of entrepreneurship and successful management of small and medium-sized enterprises (SMEs). First, Andreas Walmsley reviews Productivity and Innovation in SMEs Creating Competitive Advantage in Singapore and South East Asia, by Azad Bali and colleagues. This is a monograph that presents the results of a survey of manufacturing SMEs in Singapore, and it will be of particular interest to managers or consultants seeking to understand the barriers to productivity in SMEs and how to overcome them. Although action learning is not expl","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14767333.2021.1935051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42395126","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":"CSR, Sustainability, and Leadership. 1st Edition","authors":"P. Iles","doi":"10.1080/14767333.2021.1935057","DOIUrl":"https://doi.org/10.1080/14767333.2021.1935057","url":null,"abstract":"","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14767333.2021.1935057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42064372","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 neighbourhood improvement – from practice to theory","authors":"A. Rospigliosi, T. Bourner","doi":"10.1080/14767333.2021.1930514","DOIUrl":"https://doi.org/10.1080/14767333.2021.1930514","url":null,"abstract":"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.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14767333.2021.1930514","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42773977","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 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","authors":"C. Sanyal, Julie Haddock-Millar, D. Clutterbuck, Melissa Richardson","doi":"10.1080/14767333.2021.1935030","DOIUrl":"https://doi.org/10.1080/14767333.2021.1935030","url":null,"abstract":"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.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14767333.2021.1935030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46756596","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":"How to coach your team: release its potential and hit peak performance","authors":"P. Hawkins","doi":"10.1080/14767333.2021.1935053","DOIUrl":"https://doi.org/10.1080/14767333.2021.1935053","url":null,"abstract":"there is an acceptance that there are no “right” answers out there – only good ideas and possibilities. It assumes that very little can be predicted in advance and involves a balancing of tensions between freedom and order and between action and reflection (Kenny 1999), or what Cooper (1976) called “the wavering balance between structure and process”. From a sociological viewpoint, the author has clearly identified much of the paradoxical nature of the learning organisation concept and emerges with conclusions very close to those of Vince (2018) and Vince and Pedler (2018) and this is a most welcome outcome, which is undoubtedly more reflective of the lived reality of life in organisations – even those which aim to become learning organisations.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41640214","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 use of action learning sets on a DBA programme – an account of practice from the students’ perspective","authors":"Dorothy M. Bird, P. Duffy","doi":"10.1080/14767333.2021.1935011","DOIUrl":"https://doi.org/10.1080/14767333.2021.1935011","url":null,"abstract":"ABSTRACT\u0000 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.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14767333.2021.1935011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46305622","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}