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Identifies the most important weaknesses of current literature on action learning as the failure to get contributions from set members as distinct from facilitators, and the failure to provide a model of learning. Offers a method which tries to overcome these weaknesses. Concludes by outlining...
Offers a fresh perspective on action learning by looking at how action learning is experienced by the action learning participants themselves. Does this by asking the members of five action learning sets on their reflections on the feelings and outcomes of being an action learning set member.
Action learning is defined as a dynamic syndrome (flowing together) of four primary activities, each of which enhances the others. In practice, experiential learning is given focus by being problem oriented. This combination of experiential learning and problem solving is supplemented and...
Many claims have been made over the years for the superiority of action learning (AL). One of the most significant is that it provides a model of the learning organization. Given the importance of an organizational learning climate that can result in the acquisition of strategically valuable...
One of the keys to dealing with continuous change successfully within organizations, and society in general, is the ability to learn how to learn from, and during, experience. Action learning (AL) is a process that can be used to help individuals acquire these new learning skills and many view...
Addresses the need to interrelate academic and workplace domains from the perspective of management development. To address either domain in relative exclusion from the other risks creating a workplace context where learners are able to grasp real‐world problems but lack the underlying academic...
Looks at some possible pitfalls in introducing and operating a programme of action learning by drawing on the authors’ own experiences and those of their friends and colleagues.
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