Pub Date : 2023-05-04DOI: 10.1080/14767333.2023.2218130
T. Radke
ABSTRACT Inside the action learning community there are many very open accounts and considerations of specific challenges and general phenomena such as power, emotion, action and learning. ‘Am I doing it right’ (Pedler and Abbott 2008 ["Am I Doing it Right? Facilitating Action Learning for Service Improvement." Leadership in Health Services 21: 185–199]) is a key question for reflective practitioners, and they are invited to report experiences and ‘produce theory from practice’. Despite all that information and reflection there is, from my perspective, a lack of information about how to become a facilitator. Even when looking back on their own early career challenges, such as Daniel Scott (2019a) ["Becoming a Midwife to Wisdom: A Retrospective Account of Practice of an Action Learning Facilitator, Action Learning." Research and Practice 16 (2): 151–158] most authors seem to be facilitators already, On my journey I identified some crucial experiences and conditions. These are highly individual and personal and they must, therefore, be actual, lived experiences. But I consider some of them to be generally applicable and believe they can help others when thinking about to become an action learning facilitator and/or to train action learning facilitators.
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Pub Date : 2023-05-04DOI: 10.1080/14767333.2023.2218135
Lori Anderson
Relations 37 (1): 1–27. doi:10.1177/001872678403700101. Osborne, D., and T. Gaebler. 1992. Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector. Boston: Addison-Wesley. Pedler, M., J. Burgoyne, and C. Brook. 2005. “What Has Action Learning Learned to Become? Action Learning.” Research & Practice 2 (1): 49–68. Polanyi, M. 1966. The Tacit Dimension. London: Routledge and Kegan Paul. Revans, R. 2011. The ABC of Action Learning. Farnham: Gower. Shotter, J. 1993. Conversational Realities: Constructing Life Through Language. Thousand Oaks, CA: Saga. Thompson, N. and J. Pascal. 2012. “Developing Critically Reflective Practice.” Reflective Practice 13 (2): 311–325. doi:10.1080/14623943.2012.657795.
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Pub Date : 2023-05-04DOI: 10.1080/14767333.2023.2218131
Helen Baxter, Daniela Cialfi, J. Edmonstone, M. Pedler, H. Wilson
The reviews in this edition of the Journal have in common a critique of the language and practices of the business and organizational world, together with suggestions and approaches to improve that world through the promotion of inclusion, collective intelligence and democracy. In a contribution which illustrates the increasingly wide reach of action approaches to knowledge and learning, Fadhila Yonata and colleagues from STAIN University in Indonesia review Critical Action Research: Challenging Neoliberal Language and Literacies Education by Antoinette Gagne ́ et al. Whilst the authors of this book discuss ‘Critical Action Research’ in the context of educational settings, Anderson argues that the findings are equally relevant to community and organizational environments. One interesting chapter reports on how teachers as researchers working with critical action research challenged the use of neoliberal language and ‘the language of prestige’ (English) by using local languages as the medium of instruction. By contrast, the world of the Business Schools seems to be somewhere that critical action research and learning have yet to reach. In his review of Martin Parker’s Shut Down the Business School: What’s Wrong with Management Education, Chris Blantern notes Parker’s accusation that the Business Schools serve to normalize institutional power and reinforce divisions in society rather than enabling students to be more aware of the futures they are being enrolled to deliver and educating them for the benefit of society rather than for private gain. For Parker, the Business School remains ‘a factory for producing employees for capitalist organizations, a machine for producing a very particular kind of future.’ This core function remains critically unaddressed and yet, as Blantern points out in his critique, Parker doesn’t inquire into the kinds of learning that would populate his ‘school for organizing’. Action research and action learning are obvious candidates, being inclusive and pragmatic whilst also inculcating democratic and ethical ways of working. Continuing the theme of how our professions and institutions serve to encourage private gain via ‘surfing capitalism’s changing trends’, John Edmonstone reviews Mariana Mazzucato and Rosie Collington’s The Big Con: How the Consulting Industry Weakens our Businesses, Infantilizes our Governments and Warps our Economies. The big consultancies have profited greatly in the era of public sector ‘reforms’, based on the myth that the entire sector is inefficient, ineffective and un-innovative, and have somehow gained a reputation for being indispensable. The authors’ conclusion is that instead of wasting billions in this way, governments should invest in creating capable organizations that foster learning where people are empowered to take risks: ‘It is time to invest in the collective intelligence of the public sector and end the consulting con once and for all.’ To close his review, Edmonstone shows how t
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Pub Date : 2023-05-04DOI: 10.1080/14767333.2023.2218129
Jane Neal-Smith, G. Bishop, Bob Townley
ABSTRACT This account of practice tells the story of how engaging in a critical action learning set helped us address problems with student engagement in a postgraduate module. On the surface, this seems fairly straightforward following Revans’ model (1971). However, what we actually have are multiple layers of self-reflection, a visual metaphor and its ambiguities, the difficulties involved in teaching reflexivity to postgraduate mostly international students and a research project. It also tells the story of how using an action learning set ourselves and challenging and accepting our own stories improved both our practice and our understanding of our students’ experience in the classroom.
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Pub Date : 2023-01-02DOI: 10.1080/14767333.2023.2171532
T. Rickards
The title to Creativities,with its nod to the five of the servingmen of Rudyard Kipling, serves its purpose well. It captures what is provided in the book, which is essentially a template for stimulating creativity. Or, more precisely, for stimulating the plurality of creativities found across its various contexts in use. Importantly within this book, there isn’t really a plan of how to do creativity, it is more about using the tools within to develop your own version of creativity. Some of these principles for creativity, relate closely to some of the approach promoted by Reg Revans, founder of the Action Learning Approach, where he describes the importance of insightful questioning, to deepen understanding of the work-based challenge/issue. The system also reminded me of other techniques designed to support group interactions and problem solving. For example, I worked with the in-house approach known as ‘Critical Examination’ developed at Imperial Chemical Industries (ICI), which for much of its existence was the largest manufacturer in Britain. In the 1970s, the company introduced an approach known as Critical Examination, described in Carson and Rickards (1979):
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Pub Date : 2023-01-02DOI: 10.1080/14767333.2023.2171008
Sarah Lennox, P. Taylor, M. Pedler
learning – creating psychological safety and encouraging emotional release to enable true innovation and collective learning. This will increase the focus and accountability on the di ffi cult tasks.
学习——创造心理安全感，鼓励情绪释放，实现真正的创新和集体学习。这将增加对邪教任务的关注和问责。
{"title":"Action learning and integrated care systems in Essex, UK","authors":"Sarah Lennox, P. Taylor, M. Pedler","doi":"10.1080/14767333.2023.2171008","DOIUrl":"https://doi.org/10.1080/14767333.2023.2171008","url":null,"abstract":"learning – creating psychological safety and encouraging emotional release to enable true innovation and collective learning. This will increase the focus and accountability on the di ffi cult tasks.","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":"42902513","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 : 2023-01-02DOI: 10.1080/14767333.2023.2171531
R. Phillips
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Pub Date : 2023-01-02DOI: 10.1080/14767333.2023.2171010
C. Sanyal, C. Abbott, Genevieve Cother, J. Creaton
In addition to the problem as the basis for action learning, alongside the questioning and reflective process, taking action and enabling learning, the formation of the action learning group is a distinct interactive component of action learning (Marquardt 2004). The action learning group typically comprises six to eight members who meet on equal terms to discuss their problem and progress (O’Neil and Marsick 2007). What makes for quality in action learning is the collaborative engagement with the real-life issues by action learning members with a commitment to collective learning and reflection. The accounts of practice in this edition highlight this relational aspect of action learning as a key feature of an effective action learning process. According to Casey (2011) and O’Neil and Marsick (2007, 2014) for learning to happen within the action learning process, sufficient trust is needed for participants to feel they can take risks such as: exposing personal information, questioning themselves and others in the group, engaging in reflection and challenging each other appropriately and in some cases their organisations. Several authors refer to the role of the action learning facilitator in creating a learning environment and offering the process for collaborative learning (Anderson and Thorpe 2004; Sofo, Yeo, and Villafañe 2010). The authors here present examples of both self-managed and facilitated action learning sets where relational aspects are examined and highlighted as essential components of action learning. In Twenty-Five Years: A Self-Managed Action Learning Set, Chris Yates explores the success of an action learning set that has not only survived but thrived over a quarter of a century. This account of practice is a continuation of his previous article (Yates 2012) which concluded that independence and fidelity to action learning were the key reasons for the longevity of the set. Chris has presented the voices of six set members to explore their individual relationship with the set, what give the set its continuity and key messages to others engaged in the practice of action learning. The set members responses highlighted that the set is trusted as a place in which people feel safe; words such as care, trust, integrity, safety, support, social, fellowship was referenced to express relational aspect of the action learning membership. Chris has observed in his concluding commentary that,
除了问题作为行动学习的基础之外，除了提问和反思过程、采取行动和使学习成为可能之外，行动学习小组的形成是行动学习的一个独特的互动组成部分(Marquardt 2004)。行动学习小组通常由六到八名成员组成，他们平等地开会讨论他们的问题和进展(O 'Neil and Marsick 2007)。行动学习的质量取决于行动学习成员对现实问题的协作参与，以及集体学习和反思的承诺。在这个版本的实践帐户强调这种关系方面的行动学习作为一个有效的行动学习过程的关键特征。根据Casey(2011)和O 'Neil and Marsick(2007, 2014)的研究，要在行动学习过程中进行学习，参与者需要足够的信任才能感觉到他们可以承担风险，例如:暴露个人信息，质疑自己和群体中的其他人，参与反思并适当地相互挑战，在某些情况下挑战他们的组织。一些作者提到了行动学习促进者在创造学习环境和提供协作学习过程中的作用(Anderson and Thorpe 2004;Sofo, Yeo, and Villafañe 2010)。作者在这里提出了自我管理和促进行动学习的例子，其中关系方面被检查并强调为行动学习的基本组成部分。在《二十五年:自我管理的行动学习集》一书中，克里斯·耶茨探讨了一套行动学习集的成功之处，这套行动学习集在四分之一个世纪里不仅幸存下来，而且蓬勃发展。这篇关于实践的文章是他上一篇文章(Yates 2012)的延续，该文章得出结论，独立性和对行动学习的忠诚是该集合长寿的关键原因。Chris呈现了六个小组成员的声音来探索他们与小组的个人关系，是什么让小组具有连续性以及给其他参与行动学习实践的人传递了关键信息。集合成员的回答强调，集合是一个值得信任的地方，人们在其中感到安全;关怀、信任、诚信、安全、支持、社会、团契等词被用来表达行动学习型成员的关系方面。克里斯在他的结束语中指出，
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Pub Date : 2023-01-02DOI: 10.1080/14767333.2023.2171534
Helen Baxter, Daniela Cialfi, J. Edmonstone, M. Pedler, H. Wilson
All five reviews in this Issue illuminate particular aspects of action learning from the importance of creativity and the place of ‘active failure’ in learning to the workings of power and paradox and their impacts in organizational life and in action learning sets. We begin with Russ Vince who hails Wendy Smith and Marianne Lewis’ Both/And Thinking: Embracing Creative Tensions to Solve Your Toughest Problems for acknowledging the tensions and paradoxes characterise our lived experiences both within and without work organizations. He endorses the fulsome praise being lavished on a book that brings together the authors’ insightful academic work with ‘their confident vulnerable voices’, and in a very accessible way. As Russ points out, this book is of obvious relevance for readers of this Journal not only because it has caught the attention of so many business leaders and managers but also because it is ‘important for enthusiasts of action learning to be aware that there is always a tension between the radical potential of action learning to make change happen and the political purpose behind the use of action learning in organizations.’ Our own Helen Baxter continues with themes of power and relationships as she reviews Ghislaine Caulat’s Powerful or Powerless in the Virtual Space. This book is based on the author’s recent research with how power works in virtual meetings, including virtual action learning sets, and builds upon her long-standing interest in virtual leadership. Helen describes how the book illuminates her own understandings of what is going on in sets, especially those of a hybrid variety, where the mix of virtual and face-to-face presence can impact upon power relations. She concludes:
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