Action Learning最新文献

{"title":"Twenty-five years: a self-managed action learning set","authors":"C. Yates","doi":"10.1080/14767333.2023.2171007","DOIUrl":"https://doi.org/10.1080/14767333.2023.2171007","url":null,"abstract":"ABSTRACT What is it about an Action Learning set that has survived and thrived for a quarter of a century? Although now with only one of the original set members, nevertheless this self-managing set can claim to have ‘lived’ from 1997 to 2022, still going strong. And, as Socrates said, since the unexamined life is not worth living, this article inspects the value of that set’s existence. Such a length of time for an unmanaged set to survive is unusual. What has enabled a non-managed set to survive for such an unusually long time? The answers we hope will provide interest, even inspiration, for other sets that function unfacilitated, independent of an organisation.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44991301","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 an uncertain world","authors":"Craig Johnson","doi":"10.1080/14767333.2023.2171528","DOIUrl":"https://doi.org/10.1080/14767333.2023.2171528","url":null,"abstract":"This edition’s peer reviewed articles demonstrate the flexibility of the process of action learning within different contexts. I was struck with the diversity of applications and its international applicability, an aspect that Reg Revans wrote about during the early years in the ABC of Action Learning (Revans 1998). Thus, Bahri et al.’s paper looks at the development of an ePortfolio system for trainee nurses in Morocco. Craig Filipowski, meanwhile, looks at school leadership development in the USA. Finally, Henrik Saabye investigates the relationship between action learning and lean in Denmark. Bahri et al.’s paper is about developing undergraduate nurse education in Africa, a continent that is rarely discussed in action learning. With respect to the development of the professional identity of a nurse, I was always struck with David Silverman’s book The Theory of Organisations where he talks about the ‘lay view of the profession for that of the practising professionals’ (Silverman 1970). This paper shows how professional development and identity emerge, independent of context, through action learning. Bahri et al. use the Revans classical model of alpha, beta and gamma to manage the transition between a paper-based evaluation system and an ePortfolio system. I was struck with the genuine involvement of students in the co-production of knowledge. A process that is often lauded, but rarely addressed. Craig Filipowski’s paper, meanwhile, examines the leadership development of school leaders. In contrast to the praxeology of Revans, Filipowski uses the World Institute for Action Learning (WIAL) approach. Namely, a meaningful problem, issue, challenge or opportunity, a group of four to eight members, an emphasis on posing insightful questions and reflection, a commitment to take action and an action learning coach. This paper is a longitudinal study for an action learning intervention of eight set meetings. Refreshingly, the study uses a quantitative methodology. Similar to the previous paper, though, their action learning approach involves all the stakeholders with an underlying theme of empowerment. Finally, Saabye investigates the intersection between action learning and lean. As a brand, VELUX is a household name that is synonymous with its product. In the world of operation management the mantra is “better, quicker, cheaper” as incumbents fight off new entrants who compete on price. It is, therefore, surprising to read that the relationship between action learning and lean has not progressed much since the classic paper by Seddon and Caulkin (2007). Saabye points out that the critical success factor associated with lean is not the tools and techniques, but rather that the principles are embedded in the culture. This is something for which an action learning approach is eminently suited. What all the peer reviewed papers have in common is the use of action learning in uncertainty. Or, to use the famous Revans phrase, ‘comrades in adversity’. The ","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44969119","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 does action learning and manufacturing intersect? Lessons learned from designing and implementing work-Based learning courses","authors":"Stephanie Jones, Athena L. Wooldridge, Connor Lubojacky","doi":"10.1080/14767333.2023.2171009","DOIUrl":"https://doi.org/10.1080/14767333.2023.2171009","url":null,"abstract":"ABSTRACT This article walks through the experience of two instructors from Northeastern State University who helped the College of Business and Technology implement work-based learning. Work-based learning was implemented in response to the changing needs of businesses, however, there were some struggles that had to be worked through in order to make this a successful endeavor. In addition to the instructor’s expterience, this article highlights some academic and administrative lessons learned during this process. These lessons learned can be helpful to other universities who might want to implement a similar program.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41854370","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":"Project action learning (PAL) guidebook: practical learning in organizations","authors":"Yury Boshyk","doi":"10.1080/14767333.2023.2171533","DOIUrl":"https://doi.org/10.1080/14767333.2023.2171533","url":null,"abstract":"It is a sure sign of Action Learning’s vitality and innovation when new approaches and acronym designations need to be distinguished. Such is the case of the book under review, edited by two academic-practitioners, one from Hong Kong’s City University, Department of Systems Engineering, and the other from Australia’s Deakin University, School of Engineering. Their five other contributing co-authors are based in Hong Kong and Shenzhen, and are from a college of management, and companies from consulting, investment, and technology. Project Action Learning (PAL) evolved from what one of the editors previously referred to as ‘Practical Learning: Project Based Learning’. It should be made clear from the start that ‘PAL’ has no relation to ‘positive action learning or PAL’ developed by Jeff Gold, and then with Alaa Garad in their recent book, ‘The Learning-Driven Business: How to Develop an Organizational Learning System’ reviewed by Mike Pedler in this journal.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43219632","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":"Powerful or powerless in the virtual space – the choice is yours","authors":"Helen Baxter","doi":"10.1080/14767333.2023.2171530","DOIUrl":"https://doi.org/10.1080/14767333.2023.2171530","url":null,"abstract":"","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41356731","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":"Using action learning research for the development and implementation of an ePortfolio in nursing clinical placements","authors":"H. Bahri, Mourad Madrane, T. Downer, M. Gray, H. Ahabrach, N. El Mlili","doi":"10.1080/14767333.2022.2151411","DOIUrl":"https://doi.org/10.1080/14767333.2022.2151411","url":null,"abstract":"ABSTRACT This study applies an action learning research (ALR) methodology to develop and implement an electronic portfolio (ePortfolio) for learning and assessment in clinical placements of undergraduate nursing students for the first time in Morocco. Alpha, beta, and gamma systems of ALR were adopted. Twenty-two action learning groups (ALG) was established, and a total of 108 nursing students and 9 nurse educators were involved. To evaluate the implementation process and generate actionable knowledge qualitative data were generated through individual interviews and focus groups from the Higher Institute of Nursing Professions and Health Techniques of Morocco. ALR was found to be an effective method to implement ePortfolio in nursing education where the key element was the ALG allowing participants’ reflections on their actions. The benefits and challenges of ePortfolio use were highlighted. ePortfolio is accepted as an adequate educational tool to pedagogically support students’ learning and assessment in clinical placement.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49066928","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":"Advancements on action learning and lean complementarity: a case of developing leaders as lean learning facilitators","authors":"Henrik Saabye","doi":"10.1080/14767333.2022.2146655","DOIUrl":"https://doi.org/10.1080/14767333.2022.2146655","url":null,"abstract":"ABSTRACT This paper seeks to advance the understanding of the complementarity between action learning and lean. Today, this is an underexplored research area, despite the high degree of similarities and syngeneic possibilities between these two research streams. The paper describes an action learning intervention at VELUX, a Danish rooftop manufacturer designed to develop its leaders as lean learning facilitators to cope with the increasing velocity of change stemming from growth, sustainability, and digitalisation agendas. The paper locates the complementary between action learning and lean in the extant literature and presents an account of practice from VELUX for extrapolating five promoting factors for developing leaders as lean learning facilitators. The paper concludes that lean complements action learning with a suite of concepts, systems, practices, and methods for institutionalising ongoing action learning and concepts on how to think and act as a leader to foster a lean learning system consisting of empowered and proficient problem-solvers. Furthermore, action learning complements lean with the underlying learning mechanisms of facilitating and sustaining the change towards instituting leaders as lean learning facilitators and adopting a lean learning system.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41650479","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 be a reflexive researcher","authors":"C. Sharp","doi":"10.1080/14767333.2022.2130730","DOIUrl":"https://doi.org/10.1080/14767333.2022.2130730","url":null,"abstract":"The main purpose of this book is to enable qualitative and interpretive researchers to adopt reflexive practices, to make conscious choices that reflect an understanding of the academic debates that underpin the position they may take, and to consider the issues and implications that follow from those choices. Rooted in academic conversations about reflexivity, it suggests that researchers are often interested in reflexivity for one of twomain reasons; perhaps to compensate for ‘skew’ or bias in our perspectives that ‘causes us to see things in a certain individual way that may be atypical’ (2) or perhaps through a concern to speak authentically from our own experience and generate resonance amongst others. The author emphasises that reflexivity is very much a personal project whilst the literature reviewed is largely concerned with how reflexivity is used in the service of research, as a way of providing an account of how insights have been developed. How researchers will understand and apply reflexivity will depend on their ontological and epistemological commitments, the aims of their study and the claims they wish to make. The book opens with a compelling story that made me enthusiastic about what might be in store. Very quickly I began to see that the value of this book would lie in the questions that it prompted me to ask of myself and the work in which I am engaged.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41332089","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":"Human resource development: from theory into practice","authors":"J. Stewart","doi":"10.1080/14767333.2022.2130732","DOIUrl":"https://doi.org/10.1080/14767333.2022.2130732","url":null,"abstract":"The first thing to note about this book is the claim that it aligns with the Chartered Institute of Personnel and Development’s (CIPD) professional standards and its Level 7 Diploma in Learning and Development. To my current knowledge, there is no other book available that could meet that claim, even from Kogan Page, the CIPD’s publishing partner. So, the book could also claim being first to market for those new standards and qualification. In a very general sense, I think the claim is valid. However, the qualification requires completion of eight modules, or units to use CIPD language. The book does not meet all of those units and it will be fairly obvious to anyone familiar with the units that no single book could achieve that coverage. The content of the book, of which more later, is directly relevant to the ‘Designing learning to improve performance’ and the ‘People management and development strategies for performance’ units. It also has some, but not sufficient in-depth content, to support the ‘Leadership and management development in context’ and ‘Technology enhanced learning’ units. This leaves a number of units for which the book has little or no relevance. So, I think the claim is a little overstretched with regard to the qualification. That first point made, it is true that the book focuses on the CIPD’s understanding of Human Resource Development as specified, to use their preferred language, in their learning and development specialist knowledge standards. To quote the author:","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43041044","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 and innovation","authors":"George Boak","doi":"10.1080/14767333.2022.2130721","DOIUrl":"https://doi.org/10.1080/14767333.2022.2130721","url":null,"abstract":"‘Innovation is an essential assumption in Revans’ action learning, and implicit in his calls for fresh thinking, fresh questions and questioning insight in the face of intractable problems and challenging opportunities’ (Pedler and Brook 2017, 221). Innovation has been defined simply as the process of coming up with good new ideas and making themwork technically and commercially (Tidd andBessant 2018), or as ‘the introduction of new and improved ways of doing things’ (West et al. 2003, 394). Both these short definitions capture the essence of innovation, but gloss over the uncertainties, difficulties and pressures that often arise when we try to innovate. Popular literature on innovation frequently focuses on novel products that embody new technologies, but many innovations concern new processes, including changes in management or professional practices (OECD 2018). Innovation has long been considered important to the long-term success of organisations (Crossan and Apaydin 2010; Uhl-Bien and Arena 2018) to enable them to survive in changing environments and to solve recurring problems. We have seen this recently, when the initial effects of the COVID-19 pandemic created radical problems for organisations and communities and stimulated innovative solutions, including the development of vaccines with unprecedented speed, the repurposing of manufacturing facilities, the move to online working practices and online education, and entrepreneurial social initiatives to support the more vulnerable (Cohen and Campbell 2021; George, Lakhani, and Puranam 2020; Heinonen and Strandvik 2021; Netz, Reinmoeller, and Axelson 2022). Pedler and Brook’s (2017) paper in an earlier issue of this journal explored literature on action learning and innovation, and the connections between them, and argued that action learning could not only stimulate the creative aspect of innovation – the collective learning processes enabling people to escape from old mindsets – but could also provide support for the challenges of implementing new ideas and actually bringing about change. Studies of innovation have drawn on ideas from theories of organisational learning, in particular that there is a need both for a search for new knowledge and ideas (known in this literature as ‘exploration’) and also the implementation of knowledge the organisation already possesses (known as ‘exploitation’). There is a tension between exploration and exploitation, not least in that they compete for resources, and the ability to maintain a balance between these two competing forces has become known as ambidexterity (March 1991). The idea of ambidexterity has also been applied to individual behaviours, where exploration means opening up areas for inquiry and creativity, and exploitation means closing down possibilities, developing objectives and plans and implementing them (Rosing, Frese, and Bausch 2011; Havermans et al. 2015; Zacher, Robinson, and Rosing 2016). The dialogue in the action learning set","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44433237","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}