Action Learning最新文献_第3页

Twenty-five years: a self-managed action learning set 二十五年：自我管理的行动学习

IF 1 Q3 Social Sciences

Action Learning

Pub Date : 2023-01-02 DOI: 10.1080/14767333.2023.2171007

C. Yates

ABSTRACT What is it about an Action Learning set that has survived and thrived for a quarter of a century? Although now with only one of the original set members, nevertheless this self-managing set can claim to have ‘lived’ from 1997 to 2022, still going strong. And, as Socrates said, since the unexamined life is not worth living, this article inspects the value of that set’s existence. Such a length of time for an unmanaged set to survive is unusual. What has enabled a non-managed set to survive for such an unusually long time? The answers we hope will provide interest, even inspiration, for other sets that function unfacilitated, independent of an organisation.

摘要：一个存活并繁荣了四分之一个世纪的行动学习集是什么？尽管现在只有一个最初的团队成员，但这个自我管理的团队可以声称从1997年“生活”到2022年，仍然很强大。正如苏格拉底所说，由于未经检验的生命不值得活下去，本文考察了这一集合存在的价值。非托管集存活的时间如此之长是不寻常的。是什么让一个非托管集能够存活这么长时间？我们希望这些答案能为其他独立于组织的、不受影响的集合提供兴趣，甚至灵感。

引用次数: 0

Action learning in an uncertain world 不确定世界中的行动学习

IF 1 Q3 Social Sciences

Action Learning

Pub Date : 2023-01-02 DOI: 10.1080/14767333.2023.2171528

Craig Johnson

This edition’s peer reviewed articles demonstrate the flexibility of the process of action learning within different contexts. I was struck with the diversity of applications and its international applicability, an aspect that Reg Revans wrote about during the early years in the ABC of Action Learning (Revans 1998). Thus, Bahri et al.’s paper looks at the development of an ePortfolio system for trainee nurses in Morocco. Craig Filipowski, meanwhile, looks at school leadership development in the USA. Finally, Henrik Saabye investigates the relationship between action learning and lean in Denmark. Bahri et al.’s paper is about developing undergraduate nurse education in Africa, a continent that is rarely discussed in action learning. With respect to the development of the professional identity of a nurse, I was always struck with David Silverman’s book The Theory of Organisations where he talks about the ‘lay view of the profession for that of the practising professionals’ (Silverman 1970). This paper shows how professional development and identity emerge, independent of context, through action learning. Bahri et al. use the Revans classical model of alpha, beta and gamma to manage the transition between a paper-based evaluation system and an ePortfolio system. I was struck with the genuine involvement of students in the co-production of knowledge. A process that is often lauded, but rarely addressed. Craig Filipowski’s paper, meanwhile, examines the leadership development of school leaders. In contrast to the praxeology of Revans, Filipowski uses the World Institute for Action Learning (WIAL) approach. Namely, a meaningful problem, issue, challenge or opportunity, a group of four to eight members, an emphasis on posing insightful questions and reflection, a commitment to take action and an action learning coach. This paper is a longitudinal study for an action learning intervention of eight set meetings. Refreshingly, the study uses a quantitative methodology. Similar to the previous paper, though, their action learning approach involves all the stakeholders with an underlying theme of empowerment. Finally, Saabye investigates the intersection between action learning and lean. As a brand, VELUX is a household name that is synonymous with its product. In the world of operation management the mantra is “better, quicker, cheaper” as incumbents fight off new entrants who compete on price. It is, therefore, surprising to read that the relationship between action learning and lean has not progressed much since the classic paper by Seddon and Caulkin (2007). Saabye points out that the critical success factor associated with lean is not the tools and techniques, but rather that the principles are embedded in the culture. This is something for which an action learning approach is eminently suited. What all the peer reviewed papers have in common is the use of action learning in uncertainty. Or, to use the famous Revans phrase, ‘comrades in adversity’. The

本版的同行评议文章展示了行动学习过程在不同背景下的灵活性。我被应用程序的多样性及其国际适用性所震惊，这是Reg Revans早年在《行动学习的ABC》(Revans 1998)中所写的一个方面。因此，Bahri等人的论文着眼于摩洛哥实习护士电子投资组合系统的发展。与此同时，克雷格·菲利波夫斯基(Craig Filipowski)研究了美国学校领导力的发展。最后，Henrik Saabye调查了丹麦的行动学习和精益之间的关系。Bahri等人的论文是关于在非洲发展本科护士教育，这是一个很少在行动学习中讨论的大陆。关于护士职业身份的发展，我总是被大卫·西尔弗曼(David Silverman)的书《组织理论》(the Theory of organizations)所打动，他在书中谈到了“执业专业人士对职业的非专业观点”(Silverman 1970)。本文展示了专业发展和身份认同是如何通过行动学习而独立于环境而出现的。Bahri等人使用Revans经典的alpha、beta和gamma模型来管理基于纸张的评估系统和ePortfolio系统之间的过渡。学生们真正参与到知识的共同生产中，这让我印象深刻。这个过程经常被称赞，但很少被提及。与此同时，克雷格·菲利波夫斯基(Craig Filipowski)的论文考察了学校领导者的领导力发展。与Revans的行为学相反，Filipowski使用了世界行动学习研究所(World Institute for Action Learning, WIAL)的方法。也就是说，一个有意义的问题、议题、挑战或机会，一个四到八人的小组，强调提出有见地的问题和反思，承诺采取行动和一个行动学习教练。本文对八组会议的行动学习干预进行了纵向研究。令人耳目一新的是，该研究采用了定量方法。与前一篇论文类似，他们的行动学习方法涉及所有利益相关者，并以授权为基本主题。最后，Saabye调查了行动学习和精益之间的交集。作为一个品牌，VELUX是一个家喻户晓的名字，是其产品的代名词。在运营管理的世界里，“更好、更快、更便宜”是现有企业击退靠价格竞争的新进入者的口头禅。因此，令人惊讶的是，自从Seddon和Caulkin(2007)的经典论文发表以来，行动学习和精益之间的关系并没有多大进展。Saabye指出，与精益相关的关键成功因素不是工具和技术，而是植根于文化中的原则。这正是行动学习方法非常适合的地方。所有同行评议论文的共同点是在不确定性中使用行动学习。或者，用著名的雷文斯语来说，“逆境中的同志”。美国陆军创造了术语VUCA来描述风险(“已知未知”)和不确定性(“未知未知”)。因此，我们生活在一个以波动性、不确定性、复杂性和模糊性为特征的世界。

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引用次数: 2

How does action learning and manufacturing intersect? Lessons learned from designing and implementing work-Based learning courses 行动学习和制造是如何交叉的?设计和实施基于工作的学习课程的经验教训

IF 1 Q3 Social Sciences

Action Learning

Pub Date : 2023-01-02 DOI: 10.1080/14767333.2023.2171009

Stephanie Jones, Athena L. Wooldridge, Connor Lubojacky

ABSTRACT This article walks through the experience of two instructors from Northeastern State University who helped the College of Business and Technology implement work-based learning. Work-based learning was implemented in response to the changing needs of businesses, however, there were some struggles that had to be worked through in order to make this a successful endeavor. In addition to the instructor’s expterience, this article highlights some academic and administrative lessons learned during this process. These lessons learned can be helpful to other universities who might want to implement a similar program.

摘要本文介绍了东北州立大学两位指导教师在帮助工商学院实施基于工作的学习方面的经验。基于工作的学习是为了应对企业不断变化的需求而实施的，然而，为了使这一努力取得成功，还需要经历一些困难。除了教员的殉职，本文还强调了在此过程中所学到的一些学术和行政经验。这些经验教训对其他想要实施类似计划的大学有帮助。

引用次数: 0

Project action learning (PAL) guidebook: practical learning in organizations 项目行动学习（PAL）指南：组织中的实践学习

IF 1 Q3 Social Sciences

Action Learning

Pub Date : 2023-01-02 DOI: 10.1080/14767333.2023.2171533

Yury Boshyk

It is a sure sign of Action Learning’s vitality and innovation when new approaches and acronym designations need to be distinguished. Such is the case of the book under review, edited by two academic-practitioners, one from Hong Kong’s City University, Department of Systems Engineering, and the other from Australia’s Deakin University, School of Engineering. Their five other contributing co-authors are based in Hong Kong and Shenzhen, and are from a college of management, and companies from consulting, investment, and technology. Project Action Learning (PAL) evolved from what one of the editors previously referred to as ‘Practical Learning: Project Based Learning’. It should be made clear from the start that ‘PAL’ has no relation to ‘positive action learning or PAL’ developed by Jeff Gold, and then with Alaa Garad in their recent book, ‘The Learning-Driven Business: How to Develop an Organizational Learning System’ reviewed by Mike Pedler in this journal.

当需要区分新的方法和缩写名称时，这无疑是行动学习活力和创新的标志。这本书正是由两位学者编辑的，一位来自香港城市大学系统工程系，另一位来自澳大利亚迪肯大学工程学院。他们的其他五位合作作者分别来自香港和深圳，来自管理学院以及咨询、投资和技术公司。项目行动学习（PAL）是由一位编辑之前所说的“实践学习：基于项目的学习”演变而来的。从一开始就应该明确的是，“PAL”与Jeff Gold开发的“积极行动学习或PAL”没有关系，然后与Alaa Garad在Mike Pedler在本杂志上评论的新书《学习驱动的企业：如何开发组织学习系统》中的关系。

引用次数: 0

Powerful or powerless in the virtual space – the choice is yours 在虚拟世界中，强大还是无能——这是你的选择

IF 1 Q3 Social Sciences

Action Learning

Pub Date : 2023-01-02 DOI: 10.1080/14767333.2023.2171530

Helen Baxter

引用次数: 1

Using action learning research for the development and implementation of an ePortfolio in nursing clinical placements 利用行动学习研究开发和实施护理临床实习电子档案

IF 1 Q3 Social Sciences

Action Learning

Pub Date : 2022-11-30 DOI: 10.1080/14767333.2022.2151411

H. Bahri, Mourad Madrane, T. Downer, M. Gray, H. Ahabrach, N. El Mlili

ABSTRACT This study applies an action learning research (ALR) methodology to develop and implement an electronic portfolio (ePortfolio) for learning and assessment in clinical placements of undergraduate nursing students for the first time in Morocco. Alpha, beta, and gamma systems of ALR were adopted. Twenty-two action learning groups (ALG) was established, and a total of 108 nursing students and 9 nurse educators were involved. To evaluate the implementation process and generate actionable knowledge qualitative data were generated through individual interviews and focus groups from the Higher Institute of Nursing Professions and Health Techniques of Morocco. ALR was found to be an effective method to implement ePortfolio in nursing education where the key element was the ALG allowing participants’ reflections on their actions. The benefits and challenges of ePortfolio use were highlighted. ePortfolio is accepted as an adequate educational tool to pedagogically support students’ learning and assessment in clinical placement.

摘要本研究应用行动学习研究（ALR）方法，在摩洛哥首次开发并实施了一个用于护理本科生临床实习学习和评估的电子档案袋（ePortfolio）。采用ALR的阿尔法、贝塔和伽马系统。成立了22个行动学习小组（ALG），共有108名护理学生和9名护理教育工作者参与其中。为了评估实施过程并生成可操作的知识，通过摩洛哥护理专业和健康技术高等研究所的个人访谈和焦点小组生成了定性数据。ALR被发现是在护理教育中实施电子档案袋的有效方法，其中关键元素是ALG，允许参与者反思自己的行为。强调了使用电子投资组合的好处和挑战。ePortfolio被认为是一种适当的教育工具，可以在教学上支持学生在临床实习中的学习和评估。

引用次数: 1

Advancements on action learning and lean complementarity: a case of developing leaders as lean learning facilitators 行动学习和精益互补的进展:培养领导者作为精益学习促进者的案例

IF 1 Q3 Social Sciences

Action Learning

Pub Date : 2022-11-22 DOI: 10.1080/14767333.2022.2146655

Henrik Saabye

ABSTRACT This paper seeks to advance the understanding of the complementarity between action learning and lean. Today, this is an underexplored research area, despite the high degree of similarities and syngeneic possibilities between these two research streams. The paper describes an action learning intervention at VELUX, a Danish rooftop manufacturer designed to develop its leaders as lean learning facilitators to cope with the increasing velocity of change stemming from growth, sustainability, and digitalisation agendas. The paper locates the complementary between action learning and lean in the extant literature and presents an account of practice from VELUX for extrapolating five promoting factors for developing leaders as lean learning facilitators. The paper concludes that lean complements action learning with a suite of concepts, systems, practices, and methods for institutionalising ongoing action learning and concepts on how to think and act as a leader to foster a lean learning system consisting of empowered and proficient problem-solvers. Furthermore, action learning complements lean with the underlying learning mechanisms of facilitating and sustaining the change towards instituting leaders as lean learning facilitators and adopting a lean learning system.

摘要本文旨在加深对行动学习与精益互补性的理解。今天，这是一个未被充分探索的研究领域，尽管这两种研究流之间存在高度的相似性和同基因的可能性。该论文描述了丹麦屋顶制造商VELUX的行动学习干预，旨在培养其领导者成为精益学习促进者，以应对增长、可持续性和数字化议程带来的日益增长的变革速度。本文在现有文献中定位了行动学习和精益之间的互补性，并介绍了VELUX的实践，推断了培养领导者成为精益学习促进者的五个促进因素。该论文的结论是，精益通过一套概念、系统、实践和方法来补充行动学习，以将正在进行的行动学习制度化，以及如何作为领导者思考和行动的概念，以培养一个由有能力和熟练的问题解决者组成的精益学习系统。此外，行动学习通过促进和维持变革的基本学习机制来补充精益，使领导者成为精益学习促进者，并采用精益学习系统。

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引用次数: 1

How to be a reflexive researcher 如何成为一名反身性研究者

IF 1 Q3 Social Sciences

Action Learning

Pub Date : 2022-09-02 DOI: 10.1080/14767333.2022.2130730

C. Sharp

The main purpose of this book is to enable qualitative and interpretive researchers to adopt reflexive practices, to make conscious choices that reflect an understanding of the academic debates that underpin the position they may take, and to consider the issues and implications that follow from those choices. Rooted in academic conversations about reflexivity, it suggests that researchers are often interested in reflexivity for one of twomain reasons; perhaps to compensate for ‘skew’ or bias in our perspectives that ‘causes us to see things in a certain individual way that may be atypical’ (2) or perhaps through a concern to speak authentically from our own experience and generate resonance amongst others. The author emphasises that reflexivity is very much a personal project whilst the literature reviewed is largely concerned with how reflexivity is used in the service of research, as a way of providing an account of how insights have been developed. How researchers will understand and apply reflexivity will depend on their ontological and epistemological commitments, the aims of their study and the claims they wish to make. The book opens with a compelling story that made me enthusiastic about what might be in store. Very quickly I began to see that the value of this book would lie in the questions that it prompted me to ask of myself and the work in which I am engaged.

本书的主要目的是使定性和解释性研究人员能够采用反射性实践，做出有意识的选择，反映对支撑他们可能采取的立场的学术辩论的理解，并考虑这些选择所带来的问题和影响。植根于关于自反性的学术对话，这表明研究人员对自反性感兴趣的主要原因有两个；也许是为了弥补我们视角中的“扭曲”或偏见，这种“扭曲”和偏见导致我们以某种可能非典型的个人方式看待事物”（2），或者也许是为了从我们自己的经历中真实地说话，并在他人之间产生共鸣。作者强调，自反性在很大程度上是一个个人项目，而所综述的文献主要关注的是自反性如何用于研究服务，作为一种描述见解如何发展的方式。研究人员如何理解和应用自反性将取决于他们的本体论和认识论承诺、研究目的以及他们希望提出的主张。这本书以一个引人入胜的故事开场，让我对未来充满热情。很快，我开始意识到这本书的价值在于它促使我对自己和我所从事的工作提出的问题。

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引用次数: 0

Human resource development: from theory into practice 人力资源开发:从理论到实践

IF 1 Q3 Social Sciences

Action Learning

Pub Date : 2022-09-02 DOI: 10.1080/14767333.2022.2130732

J. Stewart

The first thing to note about this book is the claim that it aligns with the Chartered Institute of Personnel and Development’s (CIPD) professional standards and its Level 7 Diploma in Learning and Development. To my current knowledge, there is no other book available that could meet that claim, even from Kogan Page, the CIPD’s publishing partner. So, the book could also claim being first to market for those new standards and qualification. In a very general sense, I think the claim is valid. However, the qualification requires completion of eight modules, or units to use CIPD language. The book does not meet all of those units and it will be fairly obvious to anyone familiar with the units that no single book could achieve that coverage. The content of the book, of which more later, is directly relevant to the ‘Designing learning to improve performance’ and the ‘People management and development strategies for performance’ units. It also has some, but not sufficient in-depth content, to support the ‘Leadership and management development in context’ and ‘Technology enhanced learning’ units. This leaves a number of units for which the book has little or no relevance. So, I think the claim is a little overstretched with regard to the qualification. That first point made, it is true that the book focuses on the CIPD’s understanding of Human Resource Development as specified, to use their preferred language, in their learning and development specialist knowledge standards. To quote the author:

首先要注意的是，这本书声称它符合特许人事与发展协会(CIPD)的专业标准及其学习与发展的7级文凭。据我目前所知，没有其他的书可以满足这一要求，即使是来自CIPD的出版合作伙伴Kogan Page。因此，这本书也可以声称是这些新标准和资格的第一个市场。在一个非常普遍的意义上，我认为这个说法是有效的。然而，该资格要求完成八个模块，或使用CIPD语言的单元。这本书没有满足所有这些单元，对于熟悉这些单元的人来说，很明显没有一本书可以达到这样的覆盖范围。这本书的内容与“设计学习以提高绩效”和“绩效的人员管理和发展战略”单位直接相关。它也有一些但不够深入的内容来支持“领导力和管理发展”和“技术增强学习”单元。这就留下了一些与本书几乎没有关系的单元。所以，我认为这种说法在限定条件方面有点言过其实。说到第一点，这本书确实关注了CIPD对人力资源开发的理解，用他们喜欢的语言，在他们的学习和发展专业知识标准中。引用作者的话:

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引用次数: 0

Action learning and innovation 行动学习与创新

IF 1 Q3 Social Sciences

Action Learning

Pub Date : 2022-09-02 DOI: 10.1080/14767333.2022.2130721

George Boak

‘Innovation is an essential assumption in Revans’ action learning, and implicit in his calls for fresh thinking, fresh questions and questioning insight in the face of intractable problems and challenging opportunities’ (Pedler and Brook 2017, 221). Innovation has been defined simply as the process of coming up with good new ideas and making themwork technically and commercially (Tidd andBessant 2018), or as ‘the introduction of new and improved ways of doing things’ (West et al. 2003, 394). Both these short definitions capture the essence of innovation, but gloss over the uncertainties, difficulties and pressures that often arise when we try to innovate. Popular literature on innovation frequently focuses on novel products that embody new technologies, but many innovations concern new processes, including changes in management or professional practices (OECD 2018). Innovation has long been considered important to the long-term success of organisations (Crossan and Apaydin 2010; Uhl-Bien and Arena 2018) to enable them to survive in changing environments and to solve recurring problems. We have seen this recently, when the initial effects of the COVID-19 pandemic created radical problems for organisations and communities and stimulated innovative solutions, including the development of vaccines with unprecedented speed, the repurposing of manufacturing facilities, the move to online working practices and online education, and entrepreneurial social initiatives to support the more vulnerable (Cohen and Campbell 2021; George, Lakhani, and Puranam 2020; Heinonen and Strandvik 2021; Netz, Reinmoeller, and Axelson 2022). Pedler and Brook’s (2017) paper in an earlier issue of this journal explored literature on action learning and innovation, and the connections between them, and argued that action learning could not only stimulate the creative aspect of innovation – the collective learning processes enabling people to escape from old mindsets – but could also provide support for the challenges of implementing new ideas and actually bringing about change. Studies of innovation have drawn on ideas from theories of organisational learning, in particular that there is a need both for a search for new knowledge and ideas (known in this literature as ‘exploration’) and also the implementation of knowledge the organisation already possesses (known as ‘exploitation’). There is a tension between exploration and exploitation, not least in that they compete for resources, and the ability to maintain a balance between these two competing forces has become known as ambidexterity (March 1991). The idea of ambidexterity has also been applied to individual behaviours, where exploration means opening up areas for inquiry and creativity, and exploitation means closing down possibilities, developing objectives and plans and implementing them (Rosing, Frese, and Bausch 2011; Havermans et al. 2015; Zacher, Robinson, and Rosing 2016). The dialogue in the action learning set

“创新是Revans行动学习的一个基本假设，在面对棘手的问题和具有挑战性的机遇时，他对新思维、新问题和质疑洞察力的呼吁中隐含着创新”(Pedler和Brook 2017, 221)。创新被简单地定义为提出好的新想法并使其在技术和商业上发挥作用的过程(Tidd and bessant 2018)，或者是“引入新的和改进的做事方式”(West et al. 2003, 394)。这两个简短的定义都抓住了创新的本质，但掩盖了我们尝试创新时经常出现的不确定性、困难和压力。关于创新的流行文献经常关注体现新技术的新产品，但许多创新涉及新流程，包括管理或专业实践的变化(OECD 2018)。长期以来，创新一直被认为是组织长期成功的重要因素(Crossan和Apaydin 2010;Uhl-Bien and Arena 2018)使他们能够在不断变化的环境中生存并解决反复出现的问题。我们最近已经看到了这一点，COVID-19大流行的初步影响给组织和社区带来了根本性的问题，并刺激了创新的解决方案，包括以前所未有的速度开发疫苗，重新调整生产设施的用途，转向在线工作实践和在线教育，以及支持弱势群体的创业社会倡议(Cohen和Campbell, 2021年;George, Lakhani和Puranam 2020;Heinonen and Strandvik 2021;Netz, Reinmoeller, and Axelson 2022)。Pedler和Brook(2017)在本刊早期的一篇论文中探讨了行动学习和创新的文献，以及它们之间的联系，并认为行动学习不仅可以激发创新的创造性方面-使人们摆脱旧思维的集体学习过程-而且还可以为实施新想法和实际带来变化的挑战提供支持。创新研究借鉴了组织学习理论的观点，特别是需要寻找新的知识和想法(在本文献中称为“探索”)，也需要实施组织已经拥有的知识(称为“利用”)。在勘探和开发之间存在着紧张关系，尤其是它们争夺资源，而在这两种竞争力量之间保持平衡的能力已被称为“两面性”(1991年3月)。双重性的概念也适用于个人行为，其中探索意味着为探究和创造力开辟领域，而利用意味着关闭可能性，制定目标和计划并实施它们(Rosing, Frese, and Bausch 2011;Havermans et al. 2015;Zacher, Robinson, and Rosing 2016)。行动学习集合中的对话可以为这些开放和关闭行为提供支持结构，因为它鼓励集合成员挑战假设，以不同的方式思考问题，并引导他们做出选择，制定和实施计划。杰夫·戈尔德在本期杂志上的论文解释了一个创新的想法是如何被引入到英国警察部队的日常实践中，以及行动学习是如何被用作一种

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引用次数: 2