Pub Date : 2022-09-02DOI: 10.1080/14767333.2022.2129586
J. Gold
ABSTRACT Police forces in England and Wales have faced ongoing difficulties of engagement with minority communities leading to a loss of confidence and trust in policing. The paper reports on the results of a project to improve relations with communities with Humberside Police, UK by implementing key ideas relating to procedural justice that consider how fairness in interactions between the police and others can promote the perception of police legitimacy. An Action Learning Research project was set up during the Covid Pandemic to apply procedural justice. Two groups of front line officers worked with a researcher/facilitator over five meetings with the support of senior officers. Data provided from the meetings and written logs were analysed to show how procedural justice works towards relationship development and more positive opinion of the police in interactions. It is suggested that police forces can tackle difficult issues such as engagement with communities by more use of action learning research in collaboration with researchers.
{"title":"Improving community relations in the police through procedural justice – an action learning initiative","authors":"J. Gold","doi":"10.1080/14767333.2022.2129586","DOIUrl":"https://doi.org/10.1080/14767333.2022.2129586","url":null,"abstract":"ABSTRACT Police forces in England and Wales have faced ongoing difficulties of engagement with minority communities leading to a loss of confidence and trust in policing. The paper reports on the results of a project to improve relations with communities with Humberside Police, UK by implementing key ideas relating to procedural justice that consider how fairness in interactions between the police and others can promote the perception of police legitimacy. An Action Learning Research project was set up during the Covid Pandemic to apply procedural justice. Two groups of front line officers worked with a researcher/facilitator over five meetings with the support of senior officers. Data provided from the meetings and written logs were analysed to show how procedural justice works towards relationship development and more positive opinion of the police in interactions. It is suggested that police forces can tackle difficult issues such as engagement with communities by more use of action learning research in collaboration with researchers.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49293882","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 : 2022-09-02DOI: 10.1080/14767333.2022.2130726
K. Winterburn
While action learning is a familiar tenet of much management and leadership development activity within the NHS it is not commonly utilised within the education and development of doctors where didactic methods remain the preferred mechanism to impart factual knowledge necessary to ful fi l the autonomous practitioner role. Within the specialism of palliative medicine, the implementation of a national end-of-life (EoL) care strategy will challenge this predilection. The new strategy seeks to enable more people to die in the place of their choosing as such it requires clinicians outside the speciality of palliative care to make it a routine part of their practice. Since doctors are trained to cure or extend life, the strategy requires specialists to change their practice, behaviour and communication to engage the patient and family in decision-making and planning for the EoL. An intensive development programme utilising action learning methods is currently being piloted in two acute hospital settings to equip a small group of specialist senior clinicians to deliver the required changes. This paper describes the use of action learning within this context to explore its utility with an uninitiated and sceptical audience.
{"title":"Ten years on: a mirror in which to practice – using action learning to change end-of-life care","authors":"K. Winterburn","doi":"10.1080/14767333.2022.2130726","DOIUrl":"https://doi.org/10.1080/14767333.2022.2130726","url":null,"abstract":"While action learning is a familiar tenet of much management and leadership development activity within the NHS it is not commonly utilised within the education and development of doctors where didactic methods remain the preferred mechanism to impart factual knowledge necessary to ful fi l the autonomous practitioner role. Within the specialism of palliative medicine, the implementation of a national end-of-life (EoL) care strategy will challenge this predilection. The new strategy seeks to enable more people to die in the place of their choosing as such it requires clinicians outside the speciality of palliative care to make it a routine part of their practice. Since doctors are trained to cure or extend life, the strategy requires specialists to change their practice, behaviour and communication to engage the patient and family in decision-making and planning for the EoL. An intensive development programme utilising action learning methods is currently being piloted in two acute hospital settings to equip a small group of specialist senior clinicians to deliver the required changes. This paper describes the use of action learning within this context to explore its utility with an uninitiated and sceptical audience.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48153964","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 : 2022-09-02DOI: 10.1080/14767333.2022.2130733
R. Phillips
opening paragraph, I also judge the book to be a relevant and useful resource for lecturers and students involved in the CIPD Diploma in Learning and Development and similar courses. I am also confident that judgement will remain the same if and when alternative/competitor texts become available. Overall, I thoroughly enjoyed and without hesitation recommend the book to anyone with a teaching, learning or research interest in HRD. I am sure academics and student alike will find it a rewarding read and a worthwhile investment.
{"title":"Social entrepreneurship – a practice-based approach to social innovation","authors":"R. Phillips","doi":"10.1080/14767333.2022.2130733","DOIUrl":"https://doi.org/10.1080/14767333.2022.2130733","url":null,"abstract":"opening paragraph, I also judge the book to be a relevant and useful resource for lecturers and students involved in the CIPD Diploma in Learning and Development and similar courses. I am also confident that judgement will remain the same if and when alternative/competitor texts become available. Overall, I thoroughly enjoyed and without hesitation recommend the book to anyone with a teaching, learning or research interest in HRD. I am sure academics and student alike will find it a rewarding read and a worthwhile investment.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49448030","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 : 2022-09-02DOI: 10.1080/14767333.2022.2130729
G. Burrell
I like this book a lot. It is well written, well produced and has some new vibrant material within its pages. The authors claim that the study of misbehaviour has developed apace since the first edition came out to considerable academic interest. That edition of the book has received 1400 citations since its publication in 1999 and there are now at least 16 other working definitions of something like ‘misbehaviour’ within the field, all of which are guiding research. Both editions reveal an organizational world in which people do not want to work and, especially, not to work hard. Who can blame them, we might ask? For, almost everywhere, our senior managers and our organizations certainly do not appear to wish to work, or less still work hard, for our specific benefit. Everywhere Ackroyd and Thompson (2022, xix) look, they see misbehaviour, defined as
{"title":"Organizational misbehaviour","authors":"G. Burrell","doi":"10.1080/14767333.2022.2130729","DOIUrl":"https://doi.org/10.1080/14767333.2022.2130729","url":null,"abstract":"I like this book a lot. It is well written, well produced and has some new vibrant material within its pages. The authors claim that the study of misbehaviour has developed apace since the first edition came out to considerable academic interest. That edition of the book has received 1400 citations since its publication in 1999 and there are now at least 16 other working definitions of something like ‘misbehaviour’ within the field, all of which are guiding research. Both editions reveal an organizational world in which people do not want to work and, especially, not to work hard. Who can blame them, we might ask? For, almost everywhere, our senior managers and our organizations certainly do not appear to wish to work, or less still work hard, for our specific benefit. Everywhere Ackroyd and Thompson (2022, xix) look, they see misbehaviour, defined as","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42589374","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 : 2022-09-02DOI: 10.1080/14767333.2022.2130722
J. Edmonstone
Action learning has long had a symbiotic relationship with healthcare. Revans, in his early study of staff communications at Manchester Royal Infirmary (1964), built on the work of Menzies-Lyth (1959) and described a hospital as an ‘institution cradled in anxiety’. He went on in the late 1960s and early 1970s to work with 10 London teaching hospitals in the Hospital Internal Communications (HIC) project (Revans 1982a) which may have been the first Organisation Development intervention in the UK’s National Health Service (Edmonstone 2022). The HIC project was the subject of extensive external and internal evaluation (Wieland and Leigh 1971; Wieland 1981; Revans 1972) and led, in turn, to another major project concerned with the multi-agency coordination of services for people with learning disabilities from 1969 to 1972 (Brook 2020; Revans 1982b; Revans and Baquer 1972). However, it was not until the current century that the use of action learning in healthcare became more widespread. A cursory study of published journal articles on this subject from 1972 (the year that action learning was ‘clarified in both content and form’ (Boshyk 2019) to 1999 (a period of 26 years) identifies some 32 articles, while the period 2000–2021 (some 21 years) provides 173, many of which have featured in this journal. The applications of action learning are especially pronounced in relation to leadership development in different contexts (Scowcroft 2005; McCray, Warwick, and Palmer 2018) and include:
{"title":"Action learning and healthcare","authors":"J. Edmonstone","doi":"10.1080/14767333.2022.2130722","DOIUrl":"https://doi.org/10.1080/14767333.2022.2130722","url":null,"abstract":"Action learning has long had a symbiotic relationship with healthcare. Revans, in his early study of staff communications at Manchester Royal Infirmary (1964), built on the work of Menzies-Lyth (1959) and described a hospital as an ‘institution cradled in anxiety’. He went on in the late 1960s and early 1970s to work with 10 London teaching hospitals in the Hospital Internal Communications (HIC) project (Revans 1982a) which may have been the first Organisation Development intervention in the UK’s National Health Service (Edmonstone 2022). The HIC project was the subject of extensive external and internal evaluation (Wieland and Leigh 1971; Wieland 1981; Revans 1972) and led, in turn, to another major project concerned with the multi-agency coordination of services for people with learning disabilities from 1969 to 1972 (Brook 2020; Revans 1982b; Revans and Baquer 1972). However, it was not until the current century that the use of action learning in healthcare became more widespread. A cursory study of published journal articles on this subject from 1972 (the year that action learning was ‘clarified in both content and form’ (Boshyk 2019) to 1999 (a period of 26 years) identifies some 32 articles, while the period 2000–2021 (some 21 years) provides 173, many of which have featured in this journal. The applications of action learning are especially pronounced in relation to leadership development in different contexts (Scowcroft 2005; McCray, Warwick, and Palmer 2018) and include:","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43011168","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 : 2022-09-02DOI: 10.1080/14767333.2022.2130735
J. Edmonstone
Bacigalupo, M., P. Kampylis, Y. Punie, and G. Van den Brande. 2016. EntreComp: The Entrepreneurship Competence Framework. Luxembourg: Publication Office of the European Union; EUR 27939 EN. doi:10.2791/593884. Booth, Annie L., Kyle Aben, Barbara Otter, Todd Corrigall, Christie Ray, and Sinead Earley. 2020. “Carbon management and community-based action learning: a theory to work experience.” Action Learning: Research and Practice 17 (1): 62–71. doi:10.1080/14767333.2020.1712845. Kickul, Jill, and Thomas Lyons. 2012. Understanding Social Entrepreneurship. 1st Edition, New York, Routledge, ISBN 9780203801925 Marshall, Chelsea, and Ruth Cook. 2020. “Using action learning to tackle food insecurity in Scotland.” Action Learning: Research and Practice 17 (1): 138–147. doi:10.1080/14767333.2020.1712852. QAA. 2018. “Enterprise and Entrepreneurship: Guidance for UK Higher Education Providers”. www.qaa.ac.uk/en/ Publications/Documents/Enterprise-and-entrpreneurship-education-2018.pdf.
{"title":"Negative capability in leadership practice: implications for working in uncertainty","authors":"J. Edmonstone","doi":"10.1080/14767333.2022.2130735","DOIUrl":"https://doi.org/10.1080/14767333.2022.2130735","url":null,"abstract":"Bacigalupo, M., P. Kampylis, Y. Punie, and G. Van den Brande. 2016. EntreComp: The Entrepreneurship Competence Framework. Luxembourg: Publication Office of the European Union; EUR 27939 EN. doi:10.2791/593884. Booth, Annie L., Kyle Aben, Barbara Otter, Todd Corrigall, Christie Ray, and Sinead Earley. 2020. “Carbon management and community-based action learning: a theory to work experience.” Action Learning: Research and Practice 17 (1): 62–71. doi:10.1080/14767333.2020.1712845. Kickul, Jill, and Thomas Lyons. 2012. Understanding Social Entrepreneurship. 1st Edition, New York, Routledge, ISBN 9780203801925 Marshall, Chelsea, and Ruth Cook. 2020. “Using action learning to tackle food insecurity in Scotland.” Action Learning: Research and Practice 17 (1): 138–147. doi:10.1080/14767333.2020.1712852. QAA. 2018. “Enterprise and Entrepreneurship: Guidance for UK Higher Education Providers”. www.qaa.ac.uk/en/ Publications/Documents/Enterprise-and-entrpreneurship-education-2018.pdf.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45456741","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 : 2022-09-02DOI: 10.1080/14767333.2022.2130724
T. Lindsay
ABSTRACT This account of practice gives an overview and insight into the learning from a co-designed leadership development programme for Allied Health Professionals (AHPs) across two NHS Integrated Care Systems. The AHP community that completed the courses consisted of acute and community trust, mental health, local authority, and SCAS (paramedics) working in the healthcare system across the full range of AHP roles during the Covid-19 pandemic. Working in partnership the programme was co-designed, engaging participants in the design process before and throughout the delivery of the programme. The entire programme was delivered online to a cohort of forty-two AHPs who had volunteered to be participants. The overarching aim of the programme was to support AHPs and promote their career progression through developing confidence and capability in their leadership practice. by meeting the following objectives: (1) developing and enriching understanding, and practice, of systemic leadership; (2) developing Keats’ concept of ‘negative capability’ (Ou 2009) – creativity and action in the midst of uncertainty and ambiguity; (3) strengthening voice, confidence, and influence, as a valued leader in the system. A set of quantitative evaluation criteria were collectively agreed and these were run before and after the programme. Further to this several qualitative questions were asked before the programme to inform its design and post-programme to deepen insight into the process and experience of participants. This was very helpful in learning from the experience and in informing future work of this nature. The programme was designed utilising an innovative delivery method using techniques and approaches that had been developed through the Covid-19 pandemic with face-to-face delivery being unavailable. The aspiration was to work in depth with a medium-sized cohort as a community of learning and leadership practice.
{"title":"Innovation, exploration and a whole lot of learning through an online programme of Allied Health Professional development","authors":"T. Lindsay","doi":"10.1080/14767333.2022.2130724","DOIUrl":"https://doi.org/10.1080/14767333.2022.2130724","url":null,"abstract":"ABSTRACT This account of practice gives an overview and insight into the learning from a co-designed leadership development programme for Allied Health Professionals (AHPs) across two NHS Integrated Care Systems. The AHP community that completed the courses consisted of acute and community trust, mental health, local authority, and SCAS (paramedics) working in the healthcare system across the full range of AHP roles during the Covid-19 pandemic. Working in partnership the programme was co-designed, engaging participants in the design process before and throughout the delivery of the programme. The entire programme was delivered online to a cohort of forty-two AHPs who had volunteered to be participants. The overarching aim of the programme was to support AHPs and promote their career progression through developing confidence and capability in their leadership practice. by meeting the following objectives: (1) developing and enriching understanding, and practice, of systemic leadership; (2) developing Keats’ concept of ‘negative capability’ (Ou 2009) – creativity and action in the midst of uncertainty and ambiguity; (3) strengthening voice, confidence, and influence, as a valued leader in the system. A set of quantitative evaluation criteria were collectively agreed and these were run before and after the programme. Further to this several qualitative questions were asked before the programme to inform its design and post-programme to deepen insight into the process and experience of participants. This was very helpful in learning from the experience and in informing future work of this nature. The programme was designed utilising an innovative delivery method using techniques and approaches that had been developed through the Covid-19 pandemic with face-to-face delivery being unavailable. The aspiration was to work in depth with a medium-sized cohort as a community of learning and leadership practice.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47292308","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 : 2022-09-02DOI: 10.1080/14767333.2022.2133376
George Boak
ABSTRACT This paper provides a review of the use of action learning in healthcare organisations, or by healthcare professionals, in the past decade, as evidenced in peer-reviewed journals. Action learning has a long history in healthcare and is perhaps particularly suited to an environment where wicked problems abound, where professional development is prized, and where many of the professions subscribe to reflective practice as a vehicle of development. A systematic search for literature in peer-reviewed English language journals was undertaken, followed by a process of pursuing references from the publications revealed by that search. Papers that provided accounts or evaluations of programmes and projects that included action learning were analysed. Common themes concerning purposes, processes, benefits and challenges were identified. Action learning was used for three purposes in the projects and programmes: to improve an aspect of healthcare services; to develop skills of the participants; to enhance collective capability. Whilst in some cases the intention was to achieve all three beneficial outcomes, it was apparent that in the majority of examples one or another of these purposes was prioritised as the principal aim of the programme or project.
{"title":"Action learning and healthcare 2011–2022","authors":"George Boak","doi":"10.1080/14767333.2022.2133376","DOIUrl":"https://doi.org/10.1080/14767333.2022.2133376","url":null,"abstract":"ABSTRACT This paper provides a review of the use of action learning in healthcare organisations, or by healthcare professionals, in the past decade, as evidenced in peer-reviewed journals. Action learning has a long history in healthcare and is perhaps particularly suited to an environment where wicked problems abound, where professional development is prized, and where many of the professions subscribe to reflective practice as a vehicle of development. A systematic search for literature in peer-reviewed English language journals was undertaken, followed by a process of pursuing references from the publications revealed by that search. Papers that provided accounts or evaluations of programmes and projects that included action learning were analysed. Common themes concerning purposes, processes, benefits and challenges were identified. Action learning was used for three purposes in the projects and programmes: to improve an aspect of healthcare services; to develop skills of the participants; to enhance collective capability. Whilst in some cases the intention was to achieve all three beneficial outcomes, it was apparent that in the majority of examples one or another of these purposes was prioritised as the principal aim of the programme or project.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44729244","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}
{"title":"Action learning and healthcare: affinities and challenges","authors":"C. Sanyal, J. Edmonstone, C. Abbott, K. Winterburn, G. Boak","doi":"10.1080/14767333.2022.2130723","DOIUrl":"https://doi.org/10.1080/14767333.2022.2130723","url":null,"abstract":"aredelivered,tohelpindividualstodeveloptheirknowledge","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46933749","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}
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