Pub Date : 2021-09-02DOI: 10.1080/14767333.2021.1986903
C. Rigg
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Pub Date : 2021-09-02DOI: 10.1080/14767333.2021.1986905
Michael J. Walton
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...
{"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}
Pub Date : 2021-08-17DOI: 10.1080/14767333.2021.1954879
Radhika Venkat, Amit Gupta, Jayanta Banerjee, Ramesh Babu Chellappan
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.
{"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}
Pub Date : 2021-07-29DOI: 10.1080/14767333.2021.1954880
Catharine Ross, Lynn Nichol, Carole Elliott, S. Sambrook, J. Stewart
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.
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Pub Date : 2021-05-04DOI: 10.1080/14767333.2021.1935051
George Boak, Mike Pedler, John Edmonstone, Hannah Wilson
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
本期杂志收录了六篇关于学习型组织、教练、企业家精神、领导力和可持续性的书评。前三篇评论是关于与行动学习密切相关的学习方面的书籍，而其他评论则是关于那些从事行动学习的人可能关心的问题的书籍。第一篇评论是约翰·埃德蒙斯通对斯蒂芬·库尔的《造雨人效应:学习型组织的矛盾》的评价，在这本书中，作者描述了迷信信念——比如个人可以成为造雨人的信念——是如何与学习型组织的概念相关的。在分析了学习型组织理念的明显矛盾和局限性之后，本书探讨了相信学习型组织的潜在潜在好处。埃德蒙斯通认为，这本书对学习型组织的概念进行了学术的、社会学的考察，缺乏核对清单和关于行动的方便提示，他认为这既是它的优点，也是它的缺点。第二篇评论是彼得·霍金斯的《如何指导你的团队:释放潜力并达到最佳表现》，作者是Pam Jones、Vicki Holton和Angela Jowitt。霍金斯将这本书描述为一本实用的“如何”出版物，对于忙碌的管理者和领导者来说，它可能是一个有用的工具包，对于那些促进行动学习集的人来说，它也很有价值。虽然霍金斯注意到书中有很多价值，但他认为成功的团队需要更多的“由外而内”(与团队外的人合作)和“未来回溯”(确定未来的范围并回过头来设计当前的行动)的行动，而不是书中所建议的。莎拉·克拉布还评论了一本有关教练的书，《101教练监督技术、方法、询问和实验》，由米歇尔·卢卡斯编辑。这也是一本实用的，“如何”的书，在这本书中，从业者解释了各种可以用于教练监督的技术。指导的方法被用于监督，因此重点是如何帮助被监督的人获得新的视角并得出新的解决方案。克拉布的结论是，无论是新手还是经验丰富的行动学习促进者，都会在书中讨论的广泛观点中找到一些新的、有趣的和实用的东西。接下来的两篇评论是关于创业和中小企业成功管理方面的书籍。首先，Andreas Walmsley回顾了Azad Bali及其同事在新加坡和东南亚的中小企业创造竞争优势的生产力和创新。这是一本专著，介绍了在新加坡制造业中小企业的调查结果，它将是特别感兴趣的经理或顾问寻求了解中小企业的生产力障碍，以及如何克服它们。虽然行动学习在书中没有明确提到，但沃姆斯利认为，在作者确定的两种创新驱动因素——拥抱创新的文化，以及领导和管理的质量——方面，行动学习是有使用范围的。其次，约翰·帕克评论了企业家创造了什么?作者:Michael H. Morris和Donald F. Kuratko。Park推荐这本书适合三种不同的读者——教授和研究创业的学者，本科生或研究生，以及对自己的实践感兴趣的实践或潜在的企业家。对于后者，朴槿惠认为这本书可以提供一个框架
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Pub Date : 2021-05-04DOI: 10.1080/14767333.2021.1930514
A. Rospigliosi, T. Bourner
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.
{"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}
Pub Date : 2021-05-04DOI: 10.1080/14767333.2021.1935030
C. Sanyal, Julie Haddock-Millar, D. Clutterbuck, Melissa Richardson
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.
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Pub Date : 2021-05-04DOI: 10.1080/14767333.2021.1935053
P. Hawkins
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.
人们普遍认为，没有“正确”的答案，只有好的想法和可能性。它假设几乎没有什么可以提前预测的，并涉及自由与秩序之间、行动与反思之间的紧张关系的平衡（Kenny 1999），或者Cooper（1976）所说的“结构与过程之间摇摆不定的平衡”。从社会学的角度来看，作者已经清楚地识别了学习型组织概念的许多矛盾性质，并得出了与Vince（2018）和Vince and Pedler（2018）非常接近的结论，这是一个非常受欢迎的结果，这无疑更能反映组织中的生活现实，甚至是那些旨在成为学习型组织的组织。
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Pub Date : 2021-05-04DOI: 10.1080/14767333.2021.1935011
Dorothy M. Bird, P. Duffy
ABSTRACT 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.
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