Pub Date : 2022-05-04DOI: 10.1080/14767333.2022.2082814
C. Abbott, K. Winterburn
The facilitator role in action learning first appears in the mid-1970s before that the role had no place in Revans writing. Despite his misgivings, Revans did reluctantly accept the role, however preferred the term advisor thus emphasising the advisory nature rather than facilitator which in its literal sense means to ‘make things easy’ something no advisor would ever promise! These misgivings are emphasised in the term he used for facilitators calling them as ‘fer-silly-taters’ for those not familiar with northern England dialect the translation is ‘for silly potatoes’. (Pedler and Abbott 2013). These doubts about facilitation came from the fear that the role of facilitator would become an expert role in its own right and easily becoming an attractive career option for teachers and trainers. Revans was keen to stress that action learning set members, both individually and collectively, should control their own work and not rely on ‘yet another round of dependence upon ambiguous facilitators’ (Revans 2011, 9) Despite this, we know that much of the action learning that is practiced in organisations and education settings is reliant upon active facilitation. Many assuming it to be a specialised form of small group facilitation; although from this starting point, interpretations, as we can see in generally in the Accounts of Practice section in this journal, can proceed in quite different directions. In this issue, the Accounts of Practice section has focussed specifically on facilitation in action learning and explicitly sought out contributions from facilitators who might not normally contribute to the journal. This journal has been a space to encourage practitioners to gain new insights into their work and help them improve their effectiveness and contribution to their clients and wider community. The dedicated Accounts of Practice (AoP) section of the journal offers an alternative to the style usually found in an academic journal to attract and encourage more practitioners to write about their experience of action learning. Increasingly, social media and blog posts on platforms such as LinkedIn and Twitter have become a place where professionals across all fields tend to share their experience and practice, usually in very short pieces with an indication of how long the piece will take to read! We wanted to reach into action learning facilitators who might have a preference for these media. As practitioners and facilitators of action learning ourselves, we are aware of a significant number of facilitators of action learning who practice without access to ALRP and were curious to understand what could be learned from this cohort of practitioners. However, we needed to find a way to not only reach these professionals but also to persuade them to write for what is still perceived by some as a traditional academic journal. We therefore decided to conduct a mini-inquiry using some reflective questions and asked people to produce short blog-style piec
行动学习中的促进者角色最早出现在20世纪70年代中期，在此之前，这个角色在雷文斯的著作中没有一席之地。尽管他有疑虑，雷文斯还是不情愿地接受了这个角色，但他更喜欢顾问这个词，因为它强调了顾问的性质，而不是促进者，因为促进者的字面意思是“让事情变得容易”，这是任何一个顾问都不会承诺的!这些疑虑在他对引导者的称呼中得到了强调，他称他们为" fer-silly-tater "对于那些不熟悉英格兰北部方言的人来说，翻译是" for silly potatoes "。(Pedler and Abbott 2013)。这些对促进的怀疑来自于人们的恐惧，即促进者的角色本身将成为一个专家角色，并很容易成为教师和培训人员的一个有吸引力的职业选择。Revans热衷于强调，行动学习集合的成员，无论是个人还是集体，都应该控制自己的工作，而不是依赖于“又一轮对模糊促进者的依赖”(Revans 2011,9)。尽管如此，我们知道，在组织和教育环境中实践的大部分行动学习都依赖于积极的促进。许多人认为这是一种特殊形式的小组促进;尽管从这个出发点出发，正如我们在本刊的实践叙述部分所看到的那样，解释可以朝着完全不同的方向发展。在这一期中，实践报告部分特别关注了行动学习中的促进作用，并明确地从通常不会为期刊做出贡献的促进者那里寻求贡献。这本杂志一直是一个鼓励从业者获得对他们工作的新见解的空间，帮助他们提高效率，为客户和更广泛的社区做出贡献。该杂志的专门的实践报告(AoP)部分提供了一种通常在学术期刊中发现的风格的替代方案，以吸引和鼓励更多的实践者撰写他们的行动学习经验。越来越多的社交媒体和LinkedIn、Twitter等平台上的博客文章已经成为各个领域的专业人士分享经验和实践的地方，通常都是很短的文章，并注明阅读时间。我们想接触那些可能对这些媒体有偏好的行动学习促进者。作为行动学习的实践者和促进者，我们意识到有相当数量的行动学习促进者在没有获得ALRP的情况下进行实践，我们很好奇能从这群实践者身上学到什么。然而，我们需要找到一种方法，不仅要接触到这些专业人士，还要说服他们为一些人仍然认为是传统的学术期刊撰写文章。因此，我们决定使用一些反思性问题来进行一个小型调查，并要求人们制作简短的博客风格的文章，以揭示从业者世界中对行动学习促进的见解。建议以下列问题作为起点，尽管我们并不寻求明确的答案。这些都是为了刺激反思练习，但我们真正感兴趣的是反思作品，以及对该领域从业者来说是什么。
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Pub Date : 2022-05-04DOI: 10.1080/14767333.2022.2084875
Fiona Armstrong-Gibbs
away from the machine metaphor. Both have reification at their heart. How many times do we hear ‘it’s not the people it’s the system’? More radical thinkers, including Stacey, are referenced without exploration. Stacey’s idea that organising is a complex responsive process of gesture and response through which power is mediated and negotiated is challenging but also hopeful. If organisational life is relational, conversational, then that must be the focus of our practice. Because the next conversation I have might make a difference. Faithful and thorough to the end, John offers us a potential future for OD by including a draft code of practice. If this is his way of passing the baton then he has done himself, and his colleagues, justice. I wonder what we will do with the baton?
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Pub Date : 2022-05-04DOI: 10.1080/14767333.2022.2084871
Michael J. Walton
The focus for this weighty tome is on matters revolving around how best to enhance and enliven the business school experience for students, academic staff and recruiting organisations. The context for such preoccupations is continuing criticism of the existing business school education proposition, which fails to provide graduates with sufficient practical skills and capabilities to meet the demands of employers in the light of changing social and environmental challenges globally. One continuing concern is that business schools may be more concerned with maintaining their academic status and research ranking, in the competitive academic marketplace, rather than focusing sufficiently on imparting practical and business-focused skills of their graduates. Holding a business studies degree is no longer necessarily evidence of a student’s suitability for a business career to that the holder will have the necessary skills to prosper and survive in the workplace. Consequently, business schools have a ‘ ... renewed need to demonstrate, to students and potential employers, the value and effectiveness of the education they provide and therefore establish their basic legitimacy’ (xxi). The objective of the Handbook is described as seeking to ‘ ... instigate multiple angles from which to consider teaching and learning in business school’ (xxii). In this regard the forced familiarisation with online learning, combined with the addiction of social media activity across student populations globally, has forced the hand of many training and learning educationalists – both within and external to Business Schools – to become more experimental in their approach to, and proficient at, providing non-traditional vehicles for learning. The Handbook highlights several challenges confronting higher education in general, and the University sector in particular such as (i) the need to make more available provision for lifelong learning, (ii) a recognition of the student body as being increasingly critical and demanding consumers, (iii) a need to offer a range of delivery vehicles rather than relying on face-to-face – often lectures based – educational engagements, and (iv) the extent to which a business school degree is viewed by employers to be 100% relevant to the real world of business. Business Schools must also cope with competition from increasing numbers of specialist and professional bodies offering more practically oriented, and certified, business qualifications. In engaging with such contextual challenges, the Handbook follows a logical structure exploring the use of technology, the importance of academic staff development, a consideration of innovative and non-traditional ways of connecting with students, and of enhancing student employability. The 25 Chapters are organised into seven Parts as follows:
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Pub Date : 2022-05-04DOI: 10.1080/14767333.2022.2082820
T. Boydell
In my experience, currently Action Learning groups or sets are made up of a number of individuals who are ‘strangers’ in that they come from different work sites, teams, communities or organisations. Each brings their own problem or issue with regard to which they receive support and challenge from the other set members. In so doing each member is helped to explore their role, perceptions, aims, intentions, feelings, and skills in relation to the particular problem on which they wish to work. Thus, in a typical Action Learning set there are say eight members, with between them a total of eight different problems being tackled – problems from ‘out there’, somewhere ‘back at work’. It seems to me that this approach might work well for what have been called ‘simple’ or ‘tame’ problems, but it is inappropriate for complex or ‘wicked’ problems. These involve many people – ‘stakeholders’ – each of whom too has their own legitimate role, perceptions, aims, intentions, feelings, and skills with relation to the ‘common’ problem. From this perspective, it is essential to involve and engage all these stakeholders in tackling the problem, rather than taking either a unilateral view or trying to see things from everybody’s different position. This means that instead of the problem solver getting help from ‘fellows in adversity’ who have no connection with each other, it is essential to involve all stakeholders – or representatives of all of them – in tackling the issue together. This requires what I and colleagues refer to as Relational Action Learning (Boydell and Blantern 2007). Thus in a Relational Action Learning set all the members are connected with a common issue, albeit in different ways and with different roles and tasks. As well as exploring what we might term ‘technical’ issues around their part of the overall task, the problem is also seen in terms of the effect that they and their work has on others in the group – for example the way they communicate, what helps or hinders each other, how what looks like a solution in one part of the overall system causes further problems or difficulties for others, and so on. Typical issues might then include
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Pub Date : 2022-05-04DOI: 10.1080/14767333.2022.2084876
Bernhard Hauser
In an edited book, the style and tone changes from chapter to chapter, some authors have a discursive style, others are theoretical in tone, and some offer technical approaches and frameworks for analysis. However, it flows well and there is logic to the two-part structure which aligns to the progression of a professional doctorate. This is not a ‘how to guide’ as it offers a much broader philosophical discussion, I found the activities section that punctuate each chapter a little distracting. The extended bibliography is particularly useful in offering a summary of key texts. The tone is appropriate, although new students may need time to digest sections. Overall, a well-presented research method book for the scholarly practitioner which my colleagues and I refer to regularly.
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Pub Date : 2022-05-04DOI: 10.1080/14767333.2022.2082816
J. Traeger
At Mayvin, we have developed a particular style of action learning. We call this ‘ practice-based learning ’ . This has evolved through our work with clients, primarily with the UK Civil Service ’ s cross-government community of organisation development and design prac-titioners. The essence of this is a practice-based learning question, derived from the work of our associate Dr. Richard Hale (see e.g. Hale 2014). We have evolved a ques-tion-based approach, using the formula ‘ how can I develop my ‘ X ’ , in the service of ‘ Y ’ and the context of ‘ Z ’ ? , where ‘ X ’ is my own development edge; ‘ Y ’ is the particular arena of practice I am focussed on (often involving the human dynamics of this change) and ‘ Z ’ is the wider, systemic context. We think this is how action learning pro-vides more containment to a person ’ s learning, by combining it with a structure drawn from action research, for example, Reason and Torbert ’ s ‘ 1st, 2nd and 3rd person ’ formula for systemic change (Reason and Torbert 2001). In short, this ensures action learning practice goes beyond the (sometimes legitimate) critique as a ‘ talking shop ’ or ‘ pity party ’ , towards a focus on personal learning and impactful change. This structure is further reinforced by our accreditation process (as an academic partner of the University of Chichester) which enables us to build a curriculum around a person ’ s action learning question, centred on detailed re fl ection on practice, rather than through abstract theory. Each person puts ‘ how they show up ’ at the centre of their learning, and this can be evidenced at the post-graduate level, up to the attainment of a Masters ’ degree. The requirements of accreditation can add bene fi ts of providing continuity and the impetus enabling engagement in a busy world full of distractions, that can pull people away from the important but less urgent realm of learning. But it can at times have a cart-before-horse impact; the danger is people can elevate the
在Mayvin，我们开发了一种特殊的行动学习风格。我们称之为“基于实践的学习”。这是通过我们与客户的合作而发展起来的，主要是与英国公务员的跨政府组织开发和设计顾问社区合作。这是一个基于实践的学习问题，源于我们的助理Richard Hale博士的工作（例如，见Hale 2014）。我们已经发展了一种基于问题的方法，使用公式“我如何开发我的‘X’，为‘Y’和‘Z’服务？”，其中“X”是我自己的发展优势“Y”是我关注的特定实践领域（通常涉及这种变化的人类动力学），“Z”是更广泛的系统背景。我们认为，这就是行动学习如何通过将其与行动研究中的结构相结合，为一个人的学习提供更多的遏制，例如，Reason和Torbert关于系统性变化的“第一、第二和第三人称”公式（Reason and Torbert 2001）。简言之，这确保了行动学习实践超越了（有时是合法的）作为“谈话商店”或“怜悯派对”的批评，而是专注于个人学习和有影响力的改变。我们的认证过程（作为奇切斯特大学的学术合作伙伴）进一步强化了这一结构，使我们能够围绕一个人的行动学习问题构建课程，以对实践的详细反思为中心，而不是通过抽象理论。每个人都把“如何表现”放在学习的中心，这一点可以在研究生阶段得到证明，直到获得硕士学位。认证的要求可以增加在一个充满干扰的繁忙世界中提供连续性和动力的好处，这可以让人们远离重要但不那么紧迫的学习领域。但它有时会先车后马；危险在于人们可以提升
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Pub Date : 2022-05-04DOI: 10.1080/14767333.2022.2084873
George Boak
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Pub Date : 2022-05-04DOI: 10.1080/14767333.2022.2082815
Ghislaine Caulat
ABSTRACT This paper draws upon recent research into leadership and the use of power in the virtual space and also upon the author's nineteen years as a facilitator of Virtual Action Learning (VAL) and Virtual Leadership (VL) training. This paper briefly surveys various developments in the last twenty years which have nudged us as people and organisations into more virtual ways of working and learning. The author's belief is that VAL, and virtual collaboration generally, constitute a different paradigm of interaction with its own idiosyncrasies and is therefore different in many ways from what we have learned from face-to-face experience. This account of practice combines some key findings from the author's latest research with the learning from her practice over these years. Five main lessons emerge for facilitators of VAL and virtual leadership including the effects of using cameras and different channels of communication on power dynamics and the importance of voice and silence in the virtual space.
{"title":"Working well with power in the virtual space","authors":"Ghislaine Caulat","doi":"10.1080/14767333.2022.2082815","DOIUrl":"https://doi.org/10.1080/14767333.2022.2082815","url":null,"abstract":"ABSTRACT This paper draws upon recent research into leadership and the use of power in the virtual space and also upon the author's nineteen years as a facilitator of Virtual Action Learning (VAL) and Virtual Leadership (VL) training. This paper briefly surveys various developments in the last twenty years which have nudged us as people and organisations into more virtual ways of working and learning. The author's belief is that VAL, and virtual collaboration generally, constitute a different paradigm of interaction with its own idiosyncrasies and is therefore different in many ways from what we have learned from face-to-face experience. This account of practice combines some key findings from the author's latest research with the learning from her practice over these years. Five main lessons emerge for facilitators of VAL and virtual leadership including the effects of using cameras and different channels of communication on power dynamics and the importance of voice and silence in the virtual space.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49071200","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: 10.1080/14767333.2022.2084870
Craig Johnson
Tracing the history of organisational development as a member of the fi rst ever dedicated unit in the NHS, this book considers the trajectory of OD, past present and future. Glan fi eld fi nds the book stronger in theory than practice, but nevertheless a useful guide for those engaged in the fi eld.
{"title":"Action learning and real-world problems","authors":"Craig Johnson","doi":"10.1080/14767333.2022.2084870","DOIUrl":"https://doi.org/10.1080/14767333.2022.2084870","url":null,"abstract":"Tracing the history of organisational development as a member of the fi rst ever dedicated unit in the NHS, this book considers the trajectory of OD, past present and future. Glan fi eld fi nds the book stronger in theory than practice, but nevertheless a useful guide for those engaged in the fi eld.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46935136","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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