Action Learning最新文献

{"title":"Action learning facilitation: practitioner insights","authors":"C. Abbott, K. Winterburn","doi":"10.1080/14767333.2022.2082814","DOIUrl":"https://doi.org/10.1080/14767333.2022.2082814","url":null,"abstract":"The facilitator role in action learning first appears in the mid-1970s before that the role had no place in Revans writing. Despite his misgivings, Revans did reluctantly accept the role, however preferred the term advisor thus emphasising the advisory nature rather than facilitator which in its literal sense means to ‘make things easy’ something no advisor would ever promise! These misgivings are emphasised in the term he used for facilitators calling them as ‘fer-silly-taters’ for those not familiar with northern England dialect the translation is ‘for silly potatoes’. (Pedler and Abbott 2013). These doubts about facilitation came from the fear that the role of facilitator would become an expert role in its own right and easily becoming an attractive career option for teachers and trainers. Revans was keen to stress that action learning set members, both individually and collectively, should control their own work and not rely on ‘yet another round of dependence upon ambiguous facilitators’ (Revans 2011, 9) Despite this, we know that much of the action learning that is practiced in organisations and education settings is reliant upon active facilitation. Many assuming it to be a specialised form of small group facilitation; although from this starting point, interpretations, as we can see in generally in the Accounts of Practice section in this journal, can proceed in quite different directions. In this issue, the Accounts of Practice section has focussed specifically on facilitation in action learning and explicitly sought out contributions from facilitators who might not normally contribute to the journal. This journal has been a space to encourage practitioners to gain new insights into their work and help them improve their effectiveness and contribution to their clients and wider community. The dedicated Accounts of Practice (AoP) section of the journal offers an alternative to the style usually found in an academic journal to attract and encourage more practitioners to write about their experience of action learning. Increasingly, social media and blog posts on platforms such as LinkedIn and Twitter have become a place where professionals across all fields tend to share their experience and practice, usually in very short pieces with an indication of how long the piece will take to read! We wanted to reach into action learning facilitators who might have a preference for these media. As practitioners and facilitators of action learning ourselves, we are aware of a significant number of facilitators of action learning who practice without access to ALRP and were curious to understand what could be learned from this cohort of practitioners. However, we needed to find a way to not only reach these professionals but also to persuade them to write for what is still perceived by some as a traditional academic journal. We therefore decided to conduct a mini-inquiry using some reflective questions and asked people to produce short blog-style piec","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45509988","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":"Methodologies for practice research: approaches for professional doctorates","authors":"Fiona Armstrong-Gibbs","doi":"10.1080/14767333.2022.2084875","DOIUrl":"https://doi.org/10.1080/14767333.2022.2084875","url":null,"abstract":"away from the machine metaphor. Both have reification at their heart. How many times do we hear ‘it’s not the people it’s the system’? More radical thinkers, including Stacey, are referenced without exploration. Stacey’s idea that organising is a complex responsive process of gesture and response through which power is mediated and negotiated is challenging but also hopeful. If organisational life is relational, conversational, then that must be the focus of our practice. Because the next conversation I have might make a difference. Faithful and thorough to the end, John offers us a potential future for OD by including a draft code of practice. If this is his way of passing the baton then he has done himself, and his colleagues, justice. I wonder what we will do with the baton?","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41421859","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":"Handbook of teaching and learning at business schools: a practice-based approach","authors":"Michael J. Walton","doi":"10.1080/14767333.2022.2084871","DOIUrl":"https://doi.org/10.1080/14767333.2022.2084871","url":null,"abstract":"The focus for this weighty tome is on matters revolving around how best to enhance and enliven the business school experience for students, academic staff and recruiting organisations. The context for such preoccupations is continuing criticism of the existing business school education proposition, which fails to provide graduates with sufficient practical skills and capabilities to meet the demands of employers in the light of changing social and environmental challenges globally. One continuing concern is that business schools may be more concerned with maintaining their academic status and research ranking, in the competitive academic marketplace, rather than focusing sufficiently on imparting practical and business-focused skills of their graduates. Holding a business studies degree is no longer necessarily evidence of a student’s suitability for a business career to that the holder will have the necessary skills to prosper and survive in the workplace. Consequently, business schools have a ‘ ... renewed need to demonstrate, to students and potential employers, the value and effectiveness of the education they provide and therefore establish their basic legitimacy’ (xxi). The objective of the Handbook is described as seeking to ‘ ... instigate multiple angles from which to consider teaching and learning in business school’ (xxii). In this regard the forced familiarisation with online learning, combined with the addiction of social media activity across student populations globally, has forced the hand of many training and learning educationalists – both within and external to Business Schools – to become more experimental in their approach to, and proficient at, providing non-traditional vehicles for learning. The Handbook highlights several challenges confronting higher education in general, and the University sector in particular such as (i) the need to make more available provision for lifelong learning, (ii) a recognition of the student body as being increasingly critical and demanding consumers, (iii) a need to offer a range of delivery vehicles rather than relying on face-to-face – often lectures based – educational engagements, and (iv) the extent to which a business school degree is viewed by employers to be 100% relevant to the real world of business. Business Schools must also cope with competition from increasing numbers of specialist and professional bodies offering more practically oriented, and certified, business qualifications. In engaging with such contextual challenges, the Handbook follows a logical structure exploring the use of technology, the importance of academic staff development, a consideration of innovative and non-traditional ways of connecting with students, and of enhancing student employability. The 25 Chapters are organised into seven Parts as follows:","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42427350","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":"Relational Action Learning","authors":"T. Boydell","doi":"10.1080/14767333.2022.2082820","DOIUrl":"https://doi.org/10.1080/14767333.2022.2082820","url":null,"abstract":"In my experience, currently Action Learning groups or sets are made up of a number of individuals who are ‘strangers’ in that they come from different work sites, teams, communities or organisations. Each brings their own problem or issue with regard to which they receive support and challenge from the other set members. In so doing each member is helped to explore their role, perceptions, aims, intentions, feelings, and skills in relation to the particular problem on which they wish to work. Thus, in a typical Action Learning set there are say eight members, with between them a total of eight different problems being tackled – problems from ‘out there’, somewhere ‘back at work’. It seems to me that this approach might work well for what have been called ‘simple’ or ‘tame’ problems, but it is inappropriate for complex or ‘wicked’ problems. These involve many people – ‘stakeholders’ – each of whom too has their own legitimate role, perceptions, aims, intentions, feelings, and skills with relation to the ‘common’ problem. From this perspective, it is essential to involve and engage all these stakeholders in tackling the problem, rather than taking either a unilateral view or trying to see things from everybody’s different position. This means that instead of the problem solver getting help from ‘fellows in adversity’ who have no connection with each other, it is essential to involve all stakeholders – or representatives of all of them – in tackling the issue together. This requires what I and colleagues refer to as Relational Action Learning (Boydell and Blantern 2007). Thus in a Relational Action Learning set all the members are connected with a common issue, albeit in different ways and with different roles and tasks. As well as exploring what we might term ‘technical’ issues around their part of the overall task, the problem is also seen in terms of the effect that they and their work has on others in the group – for example the way they communicate, what helps or hinders each other, how what looks like a solution in one part of the overall system causes further problems or difficulties for others, and so on. Typical issues might then include","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41991326","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 25th global forum on the future of leadership, learning and strategic change in Dubai, March 20–23, 2022","authors":"Bernhard Hauser","doi":"10.1080/14767333.2022.2084876","DOIUrl":"https://doi.org/10.1080/14767333.2022.2084876","url":null,"abstract":"In an edited book, the style and tone changes from chapter to chapter, some authors have a discursive style, others are theoretical in tone, and some offer technical approaches and frameworks for analysis. However, it flows well and there is logic to the two-part structure which aligns to the progression of a professional doctorate. This is not a ‘how to guide’ as it offers a much broader philosophical discussion, I found the activities section that punctuate each chapter a little distracting. The extended bibliography is particularly useful in offering a summary of key texts. The tone is appropriate, although new students may need time to digest sections. Overall, a well-presented research method book for the scholarly practitioner which my colleagues and I refer to regularly.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47764194","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 cart before the horse: using artful practice to keep action learning fresh","authors":"J. Traeger","doi":"10.1080/14767333.2022.2082816","DOIUrl":"https://doi.org/10.1080/14767333.2022.2082816","url":null,"abstract":"At Mayvin, we have developed a particular style of action learning. We call this ‘ practice-based learning ’ . This has evolved through our work with clients, primarily with the UK Civil Service ’ s cross-government community of organisation development and design prac-titioners. The essence of this is a practice-based learning question, derived from the work of our associate Dr. Richard Hale (see e.g. Hale 2014). We have evolved a ques-tion-based approach, using the formula ‘ how can I develop my ‘ X ’ , in the service of ‘ Y ’ and the context of ‘ Z ’ ? , where ‘ X ’ is my own development edge; ‘ Y ’ is the particular arena of practice I am focussed on (often involving the human dynamics of this change) and ‘ Z ’ is the wider, systemic context. We think this is how action learning pro-vides more containment to a person ’ s learning, by combining it with a structure drawn from action research, for example, Reason and Torbert ’ s ‘ 1st, 2nd and 3rd person ’ formula for systemic change (Reason and Torbert 2001). In short, this ensures action learning practice goes beyond the (sometimes legitimate) critique as a ‘ talking shop ’ or ‘ pity party ’ , towards a focus on personal learning and impactful change. This structure is further reinforced by our accreditation process (as an academic partner of the University of Chichester) which enables us to build a curriculum around a person ’ s action learning question, centred on detailed re fl ection on practice, rather than through abstract theory. Each person puts ‘ how they show up ’ at the centre of their learning, and this can be evidenced at the post-graduate level, up to the attainment of a Masters ’ degree. The requirements of accreditation can add bene fi ts of providing continuity and the impetus enabling engagement in a busy world full of distractions, that can pull people away from the important but less urgent realm of learning. But it can at times have a cart-before-horse impact; the danger is people can elevate the","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49660087","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":"Growing through reflection: a journal for action learning facilitators","authors":"George Boak","doi":"10.1080/14767333.2022.2084873","DOIUrl":"https://doi.org/10.1080/14767333.2022.2084873","url":null,"abstract":"","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47232910","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 on nonprofit governance","authors":"C. Bones","doi":"10.1080/14767333.2022.2084872","DOIUrl":"https://doi.org/10.1080/14767333.2022.2084872","url":null,"abstract":"","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42359613","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":"Working well with power in the virtual space","authors":"Ghislaine Caulat","doi":"10.1080/14767333.2022.2082815","DOIUrl":"https://doi.org/10.1080/14767333.2022.2082815","url":null,"abstract":"ABSTRACT This paper draws upon recent research into leadership and the use of power in the virtual space and also upon the author's nineteen years as a facilitator of Virtual Action Learning (VAL) and Virtual Leadership (VL) training. This paper briefly surveys various developments in the last twenty years which have nudged us as people and organisations into more virtual ways of working and learning. The author's belief is that VAL, and virtual collaboration generally, constitute a different paradigm of interaction with its own idiosyncrasies and is therefore different in many ways from what we have learned from face-to-face experience. This account of practice combines some key findings from the author's latest research with the learning from her practice over these years. Five main lessons emerge for facilitators of VAL and virtual leadership including the effects of using cameras and different channels of communication on power dynamics and the importance of voice and silence in the virtual space.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49071200","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 real-world problems","authors":"Craig Johnson","doi":"10.1080/14767333.2022.2084870","DOIUrl":"https://doi.org/10.1080/14767333.2022.2084870","url":null,"abstract":"Tracing the history of organisational development as a member of the fi rst ever dedicated unit in the NHS, this book considers the trajectory of OD, past present and future. Glan fi eld fi nds the book stronger in theory than practice, but nevertheless a useful guide for those engaged in the fi eld.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46935136","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}