As much as adult learners can absorb in a classroom, they learn and retain a lot more on the job. Action Learning, or AL, can be based on any of several different schools of thought, and there is much debate as to which is ideal. The authors advocate tailoring the best attributes of each approach to the specific purpose and the learning environment. Drawing on theory from Self-Directed Learning, Learning from Experience, and Transformative Learning, Understanding Action Learning enables the reader to make an informed decision about which approach or combination to use in his or her organization, and provides: * a theoretical model that explains the different approaches to AL, and a framework for identifying which approach to use * a focus on co-design in creating Action Learning programs * practical tools, assessments, and exercises * illuminating stories and case studies from the field Combining top-shelf research with real-world experience, Understanding Action Learning is a crucial resource for adult educators everywhere.
Drawing on theory from Self-Directed Learning, Learning from Experience, and Transformative Learning, Understanding Action Learning enables the reader to make an informed decision about which approach or combination to use in his or her ...
Author: Judy O'Neil
Publisher: AMACOM Div American Mgmt Assn
Category: Business & Economics
For the first time in one volume, the leading proponents and practitioners of action learning define their approach, and describe how action learning and executive and organizational development are practiced in the public, private and 'not-for-profit' sectors around the world. Described in detail are the experiences of General Electric, Merck, Volvo, Japanese and Korean multinationals, as well as the Canadian Civil Service and The World Council of Churches, among others.
The organizational context becomes the stage for action learning and has a
significant impact on the planning process. When planning for action learning, co
-designers must understand the connection of action learning to the larger
system in ...
Author: Y. Boshyk
Category: Business & Economics
Previous editions of Action Learning in Practice established this authoritative overview of action learning around the world. Over the last decade the move towards action-based organizational learning and development has accelerated, and action learning is now an established part of the education and development mainstream in large and small organizations. Fully revised and updated, this fourth edition covers the origins of action learning with Reg Revans' ideas, and looks at their development and application today. Action learning is self-directed learning through tackling business and work problems with the support of peers and colleagues. A professional and diverse workforce, attracted, influenced and developed in this way is more able to deal effectively with the growing complexity and pressures of working life. As the limits of conventional training and development become more obvious, leaders are increasingly attracted to action-based approaches to learning when seeking better outcomes and returns on investment.
Fully revised and updated, this fourth edition covers the origins of action learning with Reg Revans' ideas, and looks at their development and application today.
Author: Mike Pedler
Category: Business & Economics
Textbook explaining the relevant concepts, frameworks and processes involved in action research and action learning, as it relates to managing change in business, education, and social and cross-cultural contexts. Includes contributor notes and case studies.
It is my view that reflection, which is generally believed by Action Researchers to
be the prerequisite for the expected change of both action and understanding, is
based on actions taken, being taken and/or to be taken. Being reflective means ...
Author: Shankar Sankaran
Category: Action research
In this book Professor Mumford, himself a leading exponent of Action Learning, has brought together more than 34 articles and papers on the subject from a variety of sources. They reflect the experience not only of those responsible for AL programmes but also of learners and client organizations. A wide range of issues is addressed, from underlying philosophy to evaluation, from the learning process itself to ways of integrating the 'P' and the 'Q' of Revans' famous equation.
In this book Professor Mumford, himself a leading exponent of Action Learning, has brought together more than 34 articles and papers on the subject from a variety of sources.
Author: Alan Mumford
Publisher: Gower Publishing, Ltd.
Category: Business & Economics
Throughout their careers, social work students and practitioners need to demonstrate an understanding of critical and reflective practice. The Professional Capabilities Framework sets out how newly-qualified social workers can achieve this, and become 'critical practitioners' who are able to make decisions in fast-moving situations. This book is a complete guide for those practitioners who wish to engage with action learning as a way of developing critically reflective practice. The authors use Action Learning to explore fundamental aspects of good social work including for example person centred and anti-oppressive practice. The notions of social and emotional intelligence and being critically reflective are also explored in the context of action learning. This book is practical, skills-based and essential reading for all social workers who wish to extend their understanding and knowledge.
This book is practical, skills-based and essential reading for all social workers who wish to extend their understanding and knowledge.
Author: Christine Abbott
Publisher: Learning Matters
Category: Social Science
Action learning is a continued process of learning and reflection with the support of a group of colleagues, working on real issues. The action learning method is increasingly used to bring innovation to many different fields of work. The principles of action learning can achieve improvement and transformation in a wide range of applications and disciplines, including professional training and educational contexts. This book is a comprehensive guide to action learning which maintains an accessible, practical focus throughout. It is packed with useful resources, including case studies and ideas for workshop sessions. Key topics covered include: * action learning in professional and educational settings * setting up, facilitating and evaluating an action learning programme * the roles and skills required to practice successfully * use of action learning in relation to the individual, the group and the organization * the role of reflection; and action learning theory. Newcomers to the area of action learning will find this an essential introduction which can be put to use straight away, while more experienced practitioners seeking a deeper understanding will value the thorough analysis of action learning theory.
This book is a comprehensive guide to action learning which maintains an accessible, practical focus throughout. It is packed with useful resources, including case studies and ideas for workshop sessions.
Author: Anne Brockbank
Teaching is becoming increasingly complex in the 21st Century, creating a need for more sophisticated frameworks to support teachers’ professional learning. Action learning is one such framework and has been used for workplace learning in business settings for many years. It is now becoming increasingly popular in school and university settings, but it is often misunderstood. This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change. The book brings together more than a decade of the authors’ research in school-based action learning. Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools. The authors: provide practical advice on how to initiate and sustain action learning; explain the interaction between action learning, teacher development, professional learning, community building, leadership and change; and illustrate how action learning can link to classroom practice so closely that it becomes part of what teachers do, rather than an added impost. Addressing the highs and lows, the successes and failures, and their underlying causes, Action Learning in Schools provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives. It will be of interest to teacher educators, pre-service and experienced teachers alike, as well as school and education system managers and policymakers keen to enhance teacher professional learning and educational outcomes for students.
This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change.
Author: Peter Aubusson
Action Learning is a method of problem-solving and learning, based on small dedicated groups. Its purpose is to bring about change, both for individuals and their organisations.It is used in business as a way to develop managers, leaders and professionals who want to increase their skills and self-awareness, and to advance their careers. Many users have found Action Learning to be a powerful way to achieve rapid results - and one that is highly cost-effective.
Action Learning is a method of problem-solving and learning, based on small dedicated groups.
Author: Steve Roche
Participatory Action Learning and Action Research offers a concise yet comprehensive explanation of the theory, practice and process of this emerging paradigm, methodology and theory of learning. PALAR is a transformative, collaborative and democratic process for resolving complex problems within the context of sustainable professional, organisational and community development. The book draws on real-life examples from socially and economically challenged contexts, and features critical reflections on the strengths and challenges of this evolving methodology in relation to the increased interest in community engagement and project-based learning among institutions of higher education. Analysing theory in the context of sustainable professional, organisational and community development, this book: Provides a comprehensive, research-based manual on the use of PALAR within actual research projects. Explains a means of engaging in research that promotes the mobilisation of human potential relevant in a rapidly changing society. Addresses the challenges of doing participatory research within institutions. Provides applied, specific examples of how PALAR can be adapted for use in socially and economically challenged contexts, typical of developing economies. Offers critical reflections by researchers and community participants on the challenges and uses of PALAR. Innovative, and offering clarity on ethics and research questions, Participatory Action Learning and Action Research will be of interest to both emerging and experienced researchers looking to bring about change at a personal, professional, organisational or community level.
Analysing theory in the context of sustainable professional, organisational and community development, this book: Provides a comprehensive, research-based manual on the use of PALAR within actual research projects.
Author: Lesley Wood
Action learning is a method of learning that takes place in a group - of colleagues or students. It is widely used in a wide number of educational fields, particularly where learning in groups is appropriate. Action learning is established in both higher education and in professional learning and training situations. First published in 1995, this is a guide to using action learning techniques successfully.;Written by two leading figures in the field, this revised edition retains the same practical guidebook approach to how action learning works. Key points include being a facilitator of action learning, and running workshops for a variety of situations, including higher education, organizational change and professional development.
First published in 1995, this is a guide to using action learning techniques successfully.;Written by two leading figures in the field, this revised edition retains the same practical guidebook approach to how action learning works.
Author: Beaty, Liz (Head, Staff Development Unit, University of Coventry)
Morgan , G . ( 1988 ) . Riding the waves of change : Developing managerial
competencies for a turbulent world . San Francisco : Jossey - Bass . Morgan , G . ,
& Ramirez , R . ( 1983 ) . Action learning : A holographic metaphor for guiding
Author: Pao-Feng Lo
Community colleges enroll more than half of the undergraduate population in the United States, thereby retaining students of varying demographics with extracurricular demands differing from traditional four-year university students. Often in a collegiate lecture course, students are limited in their abilities to absorb and process information presented by their instructors due to content-specific cognitive gaps between the instructor and the student (Preszler, 2009). Research has shown that implementation of instructor-facilitated action learning workshops as supplemental instruction may help bridge these cognitive gaps allowing better student conceptualization and dissemination of knowledge (Drake, 2011; Fullilove & Treisman, 1990; Preszler, 2009; Udovic, Morris, Dickman, Postlethwait, & Wetherwax, 2002). The purpose of this study was to determine the effects of cooperative action learning workshops and independent action learning workshops on students' knowledge of specified topics within a General Biology I with lab course. The results of this investigation indicate that implementation of an instructor-facilitated action learning workshop did not affect students' knowledge gain; furthermore, attendance of a particular workshop style (independent or cooperative) did not affect students' knowledge gain. --Page ii.
Research has shown that implementation of instructor-facilitated action learning workshops as supplemental instruction may help bridge these cognitive gaps allowing better student conceptualization and dissemination of knowledge (Drake, ...
Author: Kathryn Michelle Morris
Category: Academic achievement
Category: Bibliographical literature
Action learning was developed in the UK in the 1960s and is now one of the most widely used development methods in healthcare. This practical manual embodies the dual focus of action learning as both philosophy and technique - exploring the underlying concepts derived from adult education and organisation development, addressing challenges and providing invaluable support material. Specifically targeting the healthcare sector, this book is divided into three parts: an exploration of core ideas and underlying assumptions including techniques and methods; practice-preparation, projects, sets, facilitation and evaluation; and a compendium of resources. Action Learning in Healthcare is vital reading for senior managers and professionals considering using action learning for leadership, management and organisation development purposes. It is also highly recommended for organisation development practitioners (with responsibility for project managing the use of action learning in local and national programmes). Action learning facilitators, too, will find much to absorb, modify and use in their own practice, as will action learning set members wishing to enhance their knowledge.
This practical manual embodies the dual focus of action learning as both philosophy and technique - exploring the underlying concepts derived from adult education and organisation development, addressing challenges and providing invaluable ...
Author: John Edmonstone
Publisher: CRC Press
This book explains and demonstrates how indigenous communities – built on traditional knowledge, culture and language – can be extended and strengthened by (1) the new, integrated methodology of Lifelong Action Learning (LAL), and (2) new approaches to learning and development as exemplified by the system of GULL (Global University for Lifelong Learning). The GULL system harnesses the potential of people to bring about positive change together, characterized by self-reliance, financial independence, and cascading learning and benefits to others. It is a self-directed and self-sustainable process of learning and growth. The case studies in this book provide evidence that over time economically very poor communities can achieve transformations that bring with them many benefits personally, professionally and for the community. This book manages to accomplish an almost impossible goal—to be both deeply inspirational and highly practical all at the same time. Professor Mary Brydon-Miller, USA I was sold on this book from the foreword – the need to rethink how we think about and ‘do’ education is emerging as a ‘hot topic’ among academics. Professor Lesley Wood, South Africa All development practitioners and students should study this book carefully, as should aid bureaucrats and aid donors. Dr Chad Perry, Australia In this book Ortrun Zuber-Skerritt and Richard Teare invite us to re-think, re-evaluate and re-create our views of learning. Associate Professor Doris Santos, Colombia In this new book, the authors present challenging and original models for encouraging community and social development work. Drawing on a Lifelong Action Learning (LAL) approach, they challenge Western-dominated approaches to learning, encouraging the development of local solutions for local needs. Dr Pip Bruce Ferguson, New Zealand By bringing education to the people, rather than people to education, they create the possibility for real personal, organizational and community learning on-the-ground in developing countries. Dr Ron Passfield, Australia The genius of this book is its simplicity. It provides a sound approach to addressing the holes in our mainstream approaches to education, training, development and in living together in communities, through providing a new understanding of ‘lifelong action learning’ and how to achieve it through proactively cultivating and passing on local knowledge. Dr Frank Thompson, Africa. I believe this book has the potential to transform the century old teaching and learning paradigm that is failing many countries to one that is futures oriented and transformational in nature. This is a book that all educators need to read and to consider within their own learning context. Dr Margaret Fletcher, Australia This book will be useful to international community developers, educators and researchers - especially if they are looking for alternative ways of successfully improving living conditions for disadvantaged and subsistence communities. Associate Professor Wendy Rowe, Canada
This book explains and demonstrates how indigenous communities – built on traditional knowledge, culture and language – can be extended and strengthened by (1) the new, integrated methodology of Lifelong Action Learning (LAL), and (2) ...
Author: Ortrun Zuber-Skerritt
Publisher: Springer Science & Business Media
Offers practical strategies and programmes for mentoring in the context of recent work on intelligent skill development, professional thinking and learning, counselling and helping strategies, and the nature and assessment of teaching competence.
Student - teachers can thus not only be shown action , monitoring and reflection ,
but also be encouraged to monitor ... combination of concrete experience and
contextrelevant shared reflection has exceedingly powerful learning effects at a ...
Author: Peter Tomlinson
Containing ideas on key topics such as professional learning communities, distributed leadership, strategic thinking about ICT and sustainability, this title informs school leaders about current thinking, showing them how to lead schools in the 21st century.
Activities such as questioning for understanding , action learning sets , narrative
as text , clinical review and problem - based learning are designed to develop the
skills of listening , questioning , analysis , critique and conceptualization of ...
Author: Martin Coles
Publisher: Open University Press
"Provocative and illuminating, this book is a must read for adult educators seeking to understand and facilitate transformational learning. It showcases a stellar group of authors who not only engage each other and the reader in constructive discourse, but who also model the heart of the transformational learning process." --Sharan B. Merriam, Department of Adult Education, University of Georgia This volume continues the landmark work begun by Jack Mezirow over twenty years ago--revealing the impact of transformative learning on the theory and practice of adult education. Top scholars and practitioners review the core principles of transformation theory, analyze the process of transformative learning, describe different types of learning and learners, suggest key conditions for socially responsible learning, explore group and organizational learning, and present revelations from the latest research. They also share real-world examples drawn from their own experiences and assess the evolution of transformative learning in practice and philosophy. Learning as Transformation presents an intimate portrait of a powerful learning concept and invites educators, researchers, and scholars to consider the implications of transformative learning in their own professional work.
Colleagues who use this construct to explain transformative learning must pick
their way cautiously through a precarious ... logical learning , mindful learning ,
dialectical thinking , everyday understanding , action learning , women ' s ways of
Author: Jack Mezirow