Pub Date : 2022-09-01DOI: 10.1080/14767333.2022.2113032
J. Kilbane, Sophie Hempsall, Katharine North, P. Zafeiris
ABSTRACT This account of practice focusses on insights from the ‘early days’ of an action learning set within a leadership development programme in the English NHS. The account describes experiences of forming as a set as an important foundation for trust. Developing trust between set members enabled members to take more risks, sharing current and complex work and leadership challenges within the set. The structured space for thinking and reflection alongside people facing similar challenges brought learning and insights that led to taking new action on work issues. Included in this account are stories and reflections from set members and set facilitator on their experiences of trust, safety and trying new approaches to learning and leadership through action learning. This account will be of relevance to healthcare leaders that are participating in action learning, healthcare leadership developers involved in the delivery and facilitation of action learning and those considering including action learning as part of healthcare improvement programmes.
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Pub Date : 2022-06-24DOI: 10.1080/14767333.2022.2091515
P. Joyce
ABSTRACT This account of practice discusses how we use action learning (AL) sets as part of the supervision process for quality improvement (QI) projects in healthcare. Reflecting on the synergies between QI and AL reveals that the questioning approach of both links closely with the Calgary Cambridge Communication model, taught in medicine, to guide medical interviews. While the Calgary Cambridge communication model provides the student with a framework in gathering a patient medical history, action learning helps them focus their attention on the type of questions they ask, active listening, and most importantly, reflecting on questions from their peers on their quality improvement projects. The student groups in this example are Physician Associates, also known as Physician Assistants in some countries, and are a new profession, recently introduced in Ireland. Communication skills might be the most important skill for healthcare workers to acquire, in order to ensure good patient outcomes.
{"title":"Quality improvement in healthcare: an action learning approach","authors":"P. Joyce","doi":"10.1080/14767333.2022.2091515","DOIUrl":"https://doi.org/10.1080/14767333.2022.2091515","url":null,"abstract":"ABSTRACT This account of practice discusses how we use action learning (AL) sets as part of the supervision process for quality improvement (QI) projects in healthcare. Reflecting on the synergies between QI and AL reveals that the questioning approach of both links closely with the Calgary Cambridge Communication model, taught in medicine, to guide medical interviews. While the Calgary Cambridge communication model provides the student with a framework in gathering a patient medical history, action learning helps them focus their attention on the type of questions they ask, active listening, and most importantly, reflecting on questions from their peers on their quality improvement projects. The student groups in this example are Physician Associates, also known as Physician Assistants in some countries, and are a new profession, recently introduced in Ireland. Communication skills might be the most important skill for healthcare workers to acquire, in order to ensure good patient outcomes.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":"19 1","pages":"275 - 282"},"PeriodicalIF":1.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42761037","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 : 2022-06-13DOI: 10.1080/14767333.2022.2086532
Craig Filipkowski
ABSTRACT This case study measures the impact on elements of schools’ professional environment after school leaders participated in eight action learning (AL) sessions over one summer. The guiding research question asks, What, if any, impact on a building level administrator’s leadership practices result after their participation in an Action Learning program? Data collection and analysis were structured to focus on the impact collaborative environmental factors perceived by teachers following their respective administrator’s participation in the AL program. Outcomes measured include Perceived School-Leader Support (PSLS), Actual Participation in Decision Making, Satisfaction with Participation in Decision Making, and Formalization of Participation in Decision Making. These factors were measured with a survey before summer and four months after the last AL session. Additional analyses of two more factors include Teacher’s Orientation Toward Student Performance and Teacher Collaboration. Using Kirkpatrick and Kirkpatrick’s (2016) model for program evaluation, these measures serve as leading indicators toward desired results. Findings of the Related Samples Wilcoxon Signed Rank test only found a significant, positive difference from pre to post survey for PSLS.
{"title":"School leader development with action learning","authors":"Craig Filipkowski","doi":"10.1080/14767333.2022.2086532","DOIUrl":"https://doi.org/10.1080/14767333.2022.2086532","url":null,"abstract":"ABSTRACT\u0000 This case study measures the impact on elements of schools’ professional environment after school leaders participated in eight action learning (AL) sessions over one summer. The guiding research question asks, What, if any, impact on a building level administrator’s leadership practices result after their participation in an Action Learning program? Data collection and analysis were structured to focus on the impact collaborative environmental factors perceived by teachers following their respective administrator’s participation in the AL program. Outcomes measured include Perceived School-Leader Support (PSLS), Actual Participation in Decision Making, Satisfaction with Participation in Decision Making, and Formalization of Participation in Decision Making. These factors were measured with a survey before summer and four months after the last AL session. Additional analyses of two more factors include Teacher’s Orientation Toward Student Performance and Teacher Collaboration. Using Kirkpatrick and Kirkpatrick’s (2016) model for program evaluation, these measures serve as leading indicators toward desired results. Findings of the Related Samples Wilcoxon Signed Rank test only found a significant, positive difference from pre to post survey for PSLS.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":"20 1","pages":"17 - 37"},"PeriodicalIF":1.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48768736","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 : 2022-05-30DOI: 10.1080/14767333.2023.2218132
Fadhila Yonata, Zulfah, A. Suja
This book is a collection of auto, duo and multi-ethnographies written by frontline language teachers and teacher educators in different parts of the world, including Asia, Africa, Latin America, and North America. These ethnographic accounts report how the authors mobilized different forms of action research to resist against neoliberal educational models and the profit-oriented principles by which they are run. The teachers involved in these projects write about a variety of ways in which they engaged with activist and critical research projects that highlight current socio-political movements, invite marginalized students’ communities into the process of teaching and learning, use language education as a means of identity negotiation, fight back institutional restrictions, and show how we can teach language for peace and happiness. The writers also explain how they have created an inquiry community to meet and support each other and used auto, duo or multi-ethnography as insiders to bring attention to their embodied knowledge of the challenges involved in contemporary neoliberal educational settings.
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Pub Date : 2022-05-04DOI: 10.1080/14767333.2022.2084874
Philip Glanfield
There is also a QR code for each theme, leading to video material on You Tube, and then five reflective questions, with two blank pages beneath each question for the owner of the journal to make notes. Themes relate to issues of identity and self-knowledge (with questions such as ‘What do I notice about myself when I am fully present?’ ‘How do I unearth my blind spots?’), as well as process issues of working with the action learning set (examples: ‘How do I inspire the set to be curious?’ ‘What do I appreciate about the set members?’ ‘What challenges do I experience when allowing the set to self-direct?’ ‘How do I listen attentively, without judgement?’) Many of the questions in the journal are likely to prompt meditation and reflection rather than quick answers, and some may lead the journal’s users to begin enquiring conversations with fellow facilitators. Indeed, many of the questions might be used to start discussions in groups of facilitators who have gathered together for their own personal development. Whilst any of the 50 questions may prompt facilitators to think of aspects of their practice that they wish to improve, almost all of them ask the user only to reflect on their current state and their current practice – I counted only three that explicitly asked me to identify areas for improvement. The short You Tube videos, accessible through the QR codes, provide material from other dimensions, with a different texture from the rest of the journal. They include an interview with Reg Revans (talking about the difference between cleverness and wisdom), four TED talks, a reflection by Oprah Winfrey, an explanation of the Enneagram, a presentation on Grateful Leadership, and a brief narration by Laurence Olivier. They are each a small surprise package – you only find out what is at the end of the link by opening it. The relevance of the video to the theme is not always entirely clear. The questions are not related to the videos, but to the user’s own action learning practice. I bought a hardback copy of the book, at a time when it was not available as an interactive pdf, and the postage costs for anyone outside South Africa add considerably to the price. The hardback is a beautiful artefact, and I can’t imagine defacing it by actually writing in it – when the times have come to put pen to paper, I have written the thoughts provoked by its questions in an everyday notepad. I found this a quiet, thought-provoking book. If you have come this far in reading this review, you probably know whether or not it is a book you will value. It seems particularly appropriate that a book for practitioners of action learning contains more questions than statements.
{"title":"Organisation development in healthcare: a critical appraisal for practitioners","authors":"Philip Glanfield","doi":"10.1080/14767333.2022.2084874","DOIUrl":"https://doi.org/10.1080/14767333.2022.2084874","url":null,"abstract":"There is also a QR code for each theme, leading to video material on You Tube, and then five reflective questions, with two blank pages beneath each question for the owner of the journal to make notes. Themes relate to issues of identity and self-knowledge (with questions such as ‘What do I notice about myself when I am fully present?’ ‘How do I unearth my blind spots?’), as well as process issues of working with the action learning set (examples: ‘How do I inspire the set to be curious?’ ‘What do I appreciate about the set members?’ ‘What challenges do I experience when allowing the set to self-direct?’ ‘How do I listen attentively, without judgement?’) Many of the questions in the journal are likely to prompt meditation and reflection rather than quick answers, and some may lead the journal’s users to begin enquiring conversations with fellow facilitators. Indeed, many of the questions might be used to start discussions in groups of facilitators who have gathered together for their own personal development. Whilst any of the 50 questions may prompt facilitators to think of aspects of their practice that they wish to improve, almost all of them ask the user only to reflect on their current state and their current practice – I counted only three that explicitly asked me to identify areas for improvement. The short You Tube videos, accessible through the QR codes, provide material from other dimensions, with a different texture from the rest of the journal. They include an interview with Reg Revans (talking about the difference between cleverness and wisdom), four TED talks, a reflection by Oprah Winfrey, an explanation of the Enneagram, a presentation on Grateful Leadership, and a brief narration by Laurence Olivier. They are each a small surprise package – you only find out what is at the end of the link by opening it. The relevance of the video to the theme is not always entirely clear. The questions are not related to the videos, but to the user’s own action learning practice. I bought a hardback copy of the book, at a time when it was not available as an interactive pdf, and the postage costs for anyone outside South Africa add considerably to the price. The hardback is a beautiful artefact, and I can’t imagine defacing it by actually writing in it – when the times have come to put pen to paper, I have written the thoughts provoked by its questions in an everyday notepad. I found this a quiet, thought-provoking book. If you have come this far in reading this review, you probably know whether or not it is a book you will value. It seems particularly appropriate that a book for practitioners of action learning contains more questions than statements.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":"19 1","pages":"219 - 222"},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43163106","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 : 2022-05-04DOI: 10.1080/14767333.2022.2082819
Sonia Mayor
How can love in action learning help us in times of uncertainty and anxiety? Fear and love, the two ends of the spectrum of human emotions, take us in two different directions and greatly influence the actions we take individually and collectively. In times of great uncertainty, where fear dominates, our primitive fight/flight defence mechanisms are triggered as a way of helping us adapt to a threatening situation: our behaviours may be defensive; protective and reactive. Within organisations, as stress flows through a system, the extent to which it impacts our work depends on the capacity of the organisation and individuals within it to work effectively with anxiety. Left unchecked anxiety can leave us isolated, vulnerable and impact our mental health (Morrison 2006). Organisations that take a more compassionate loving approach to manage anxiety, acknowledge stressors, and recognise that our survival depends upon forming strong bonds with each other and working collaboratively in groups. My practice is trauma informed and draws on the latest developments in neuroscience which offer fresh perspectives on group behaviours. This shows that our emotions are contagious and that we have a tendency to mirror those around us. How others feel has a huge impact upon how we feel and behave ourselves. These findings urge us to nurture our emotional lives, create safe environments and foster healthy connections. It seems we all flourish when we are in environments where we are met with compassion, empathy and love. This understanding of the brain gives us permission to bring love and relationship into groups as essential tools for accomplishing more together. Action learning is an ideal forum to encourage participants to gain a greater understanding of what helps them thrive in groups and experiment with different ways of knowing and different ways of practicing being in relationships. As a practitioner, I begin with a listening exercise as a way of inviting members to slow down, to listen quietly to themselves and to each other in a nourishing environment. These restorative processes can reawaken our capacity to think, feel and connect.
{"title":"Love in action","authors":"Sonia Mayor","doi":"10.1080/14767333.2022.2082819","DOIUrl":"https://doi.org/10.1080/14767333.2022.2082819","url":null,"abstract":"How can love in action learning help us in times of uncertainty and anxiety? Fear and love, the two ends of the spectrum of human emotions, take us in two different directions and greatly influence the actions we take individually and collectively. In times of great uncertainty, where fear dominates, our primitive fight/flight defence mechanisms are triggered as a way of helping us adapt to a threatening situation: our behaviours may be defensive; protective and reactive. Within organisations, as stress flows through a system, the extent to which it impacts our work depends on the capacity of the organisation and individuals within it to work effectively with anxiety. Left unchecked anxiety can leave us isolated, vulnerable and impact our mental health (Morrison 2006). Organisations that take a more compassionate loving approach to manage anxiety, acknowledge stressors, and recognise that our survival depends upon forming strong bonds with each other and working collaboratively in groups. My practice is trauma informed and draws on the latest developments in neuroscience which offer fresh perspectives on group behaviours. This shows that our emotions are contagious and that we have a tendency to mirror those around us. How others feel has a huge impact upon how we feel and behave ourselves. These findings urge us to nurture our emotional lives, create safe environments and foster healthy connections. It seems we all flourish when we are in environments where we are met with compassion, empathy and love. This understanding of the brain gives us permission to bring love and relationship into groups as essential tools for accomplishing more together. Action learning is an ideal forum to encourage participants to gain a greater understanding of what helps them thrive in groups and experiment with different ways of knowing and different ways of practicing being in relationships. As a practitioner, I begin with a listening exercise as a way of inviting members to slow down, to listen quietly to themselves and to each other in a nourishing environment. These restorative processes can reawaken our capacity to think, feel and connect.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":"19 1","pages":"190 - 192"},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48572610","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 : 2022-05-04DOI: 10.1080/14767333.2022.2082821
George Boak
Action learning supporting the development of women leaders in Canada (volume 18, issue 1). Action learning being used in three EU-funded inter-organisational and international projects (18.2). Online co-development events using action learning with over 140 participants from nine French-speaking countries (19.1). A project using action learning for neighbourhood improvement in the UK (18.2). Action learning for undergraduates in Hungary, including online interactions (18.1). A case study of action learning in China being used for teacher professional development (19.1). A change laboratory using action learning to support an employee well-being agenda (18.2). The use of Revans’ problem-solving praxeology to analyse inter-organisational learning between co-located companies in India (18.3). Management development programmes using action learning to foster individual transformations (18.2). As well as the online action learning in the examples above, recent research papers have focused on online action learning as part of a professional doctorate, using synchronous and asynchronous communication, and online action learning for a large cohort of undergraduate and postgraduate students engaged in undertaking research for dissertations (both in 18.1). Action learning is practised by members of both academic and practitioner communities, and research papers on this in recent issues include a paper on building bridges between the two communities (19.1) a paper on academic-practitioner collaboration, and a paper on developing theories from accounts of practice (both in 18.3). Wilkinson and Mackenzie have offered an account of a practice paper on difficulties encountered when trying to combine a traditional academic approach to teaching with action learning, and how one of these difficulties was overcome (18.2).
{"title":"The versatility of action learning","authors":"George Boak","doi":"10.1080/14767333.2022.2082821","DOIUrl":"https://doi.org/10.1080/14767333.2022.2082821","url":null,"abstract":"Action learning supporting the development of women leaders in Canada (volume 18, issue 1). Action learning being used in three EU-funded inter-organisational and international projects (18.2). Online co-development events using action learning with over 140 participants from nine French-speaking countries (19.1). A project using action learning for neighbourhood improvement in the UK (18.2). Action learning for undergraduates in Hungary, including online interactions (18.1). A case study of action learning in China being used for teacher professional development (19.1). A change laboratory using action learning to support an employee well-being agenda (18.2). The use of Revans’ problem-solving praxeology to analyse inter-organisational learning between co-located companies in India (18.3). Management development programmes using action learning to foster individual transformations (18.2). As well as the online action learning in the examples above, recent research papers have focused on online action learning as part of a professional doctorate, using synchronous and asynchronous communication, and online action learning for a large cohort of undergraduate and postgraduate students engaged in undertaking research for dissertations (both in 18.1). Action learning is practised by members of both academic and practitioner communities, and research papers on this in recent issues include a paper on building bridges between the two communities (19.1) a paper on academic-practitioner collaboration, and a paper on developing theories from accounts of practice (both in 18.3). Wilkinson and Mackenzie have offered an account of a practice paper on difficulties encountered when trying to combine a traditional academic approach to teaching with action learning, and how one of these difficulties was overcome (18.2).","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":"19 1","pages":"118 - 119"},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46768184","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 : 2022-05-04DOI: 10.1080/14767333.2022.2068401
M. Pedler, J. Edmonstone, N. Chambers, A. Mahon, Elaine Clark, Helen Baxter, Alexandra Mitchell, Victoria Garlick
ABSTRACT This paper aims to make known the materials on action learning that are held in the uni- versities of Salford and Manchester, with the aim of bringing these unique resources to the attention of researchers and other interested parties. It is a joint effort between the Editorial Board members of the Journal, Action Learning: Research & Practice and staff at the two universities. Subsequently, we hope to publicise further resources available elsewhere. The paper begins with a brief history. Starting with Revans, his career and the early development of the action learning idea, it also records his long association with Manchester and some recent institutional history beginning with him donating his archives to the University of Salford. This is followed by introductions to the Revans Archive at Salford University and the action learning materials held at Alliance Manchester Business School (AMBS). Details of the two collections are in the latter part of the paper.
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