Pub Date : 2021-09-02DOI: 10.1080/14767333.2021.1986901
Joe Anwyll
ABSTRACT The COVID- 19 pandemic changed familiar working practices overnight; Routine face to face meetings could not be held, accordingly, businesses were forced to replace routine meetings by digital technology to engage socially dispersed stakeholders in the task of maintaining business continuity. Radical sports cars are a motorsports business that has recently undergone turnaround and is beginning the transitional journey to recovery. Turnaround is a traumatic process for everyone involved. and generally, demands strong leadership, while on the other hand, the recovery phase requires the engagement of a diverse range of personalities and skills who are expected to form into a team with a shared vision and goals. This paper will report from an insider researcher's perspective including a short description of the business turnaround undertaken that contextualises the unexpected challenges that emerged, and, how adaptive action learning was utilised to augment other mechanisms that were able to continue through the Covid 19 crisis, thus, this work does not explore the meaning or the process of action learning, but rather provide a first-hand “lived experience” of adaptive action learning as applied to Radical sportscars. it is worth nothing here that the problems encountered, largely conform to the “wicked” descriptive.
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Pub Date : 2021-09-02DOI: 10.1080/14767333.2021.1986910
Farooq Mughal
This essay is based on the text of a presentation given to the Action Learning Symposium hosted by Liverpool John Moores University and Action Learning: Research and Practice and held on 14 April 2021. Action learning (AL) has seen great success in the West as it provides a way of developing emotionally, intellectually, and socially in which individuals work collectively (in groups) by reflecting over the taken-for-granted assumptions to solve real-world problems. While reflection is a key tenet of AL as it provides a way to question those assumptions, less attention has been given to when it’s undertaken collectively, or ‘in public’, in non-Western cultural contexts. An outline of a theory of reflective practice that teases out its psychological and political impact is noticeable in the works of Raelin (2001), Reynolds (1999), and Reynolds and Vince (2004) but empirical studies in the global South which examine its implications are largely scarce. I wish to advance this dialogue by focusing on AL’s reflective practice from a collective perspective, as a political act, in a nonWestern context, which perhaps demands a deeper understanding of how reflection exposes and reinforces deep-seated power relations. It is my aim to question the assumptions underpinning not only AL’s reflective power but also my own practice in failing to understand the localized production of experience in a given socio-political, cultural and historical context. In so doing, I argue for enriching AL, including critical AL (CAL), in considering the local positioning of those involved in the AL process, to enhance their agency in negotiating power relations which continuously shape AL group, or set, interactions. This essay draws on an empirical case of using AL on the Pakistani MBA (see Mughal 2016, 2021; Mughal, Gatrell, and Stead 2018 for more details), as an example to problematize the act of public reflection from an embodied perspective, to unearth the politics of reflective practice and the primacy of individual positionality during the learning process.
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Pub Date : 2021-09-02DOI: 10.1080/14767333.2021.1986907
J. Edmonstone
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Pub Date : 2021-09-02DOI: 10.1080/14767333.2021.1986899
Natalie Marguet, Hannah Wilson
ABSTRACT Action learning is seen under many guises, being adapted into different contexts (Marsick and O’Neil [1999. “The Many Faces of Action Learning.” Management Learning 30 (2): 159–176.]). This is especially true in higher education, due to the divergent requirements and challenges of multiple action learning programmes and stakeholders within Liverpool Business School. We embed action learning with our DBA, MBA and bespoke leadership development programmes to support and enhance learning, development and workplace practices. Additionally, we use action learning to support knowledge transfer with industry and business growth activities with SMEs. In this account of practice, two action learning practitioners and advocates came together to share their experiences and practices of action learning. In doing so, a need for a Community of Practice (CoP) emerged. CoPs refer to groups of people who share a passion about a topic and who deepen their knowledge and expertise by interacting on an ongoing basis. CoPs recognise knowledge-based social structures and groupings of people who interact around their practices. In developing an action learning CoP, we can learn from each other’s successes, challenges and even failures, with the aim of developing a supportive and collaborative learning system. This is true of action learning and communities of practice.
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Pub Date : 2021-09-02DOI: 10.1080/14767333.2021.1986897
K. Winterburn
The three accounts of practice (AoPs) that follow are written during the ambiguous and uncertain period occasioned by the Covid-19 Pandemic and were presented at the ALRP Action Learning Conference entitled Making a Contribution in a Practice Field ∼ Action Learning in a Changing World. The conference itself had had to adapt to a virtual platform due to the pandemic. It is no surprise then that each of these AoPs hold threads of what is increasingly referred to as adaptive action learning. If not a major theme, there is in these accounts reference or acknowledgment of the challenges that the pandemic inflicted upon their already demanding circumstances. Action Learning is utilised by all the authors as an adaptive means to enact change in their particular organisational context. However, on closer reading we can also see more subtle adjustments occurring. The use of virtual action learning, previously written about in this journal as an exception, has during the past 18 months become the prevailing norm. Its use however is not simply a technical means to a lockdown end. The nuanced personal and interpersonal adaptations necessary for virtual action learning are also alluded to in this set of AoPs. For some it is the support of being in a community space, for others it is the space for reflective practice that working virtually at home has offered and for others it is the elusive social nature of action learning, whereby the whole is different to the sum of the parts. In Action Learning a Catalyst for Change: The Wicked Problem of Employment with a Chronic Health Condition, Vaughan and Jolliffe describe the process of using action learning as a catalyst for change in the workplace. The action learning process is used to inform a research project confronting the management of chronic health conditions at work. Vaughan, an HR practitioner undertaking a Master’s programme in HRD describes how the homogenous group of HR practitioners also studying, offered support, challenge and critical feedback to her research approach in the action learning sets. The process was particularly important since she was using a very personal health challenge to explore the treatment of other chronic health conditions. The AoP is written from a dual perspective co-authored by a set member and the set facilitator who is credited with creating the conditions in which the group were able to offer not just support but critical reflection and challenge that enhanced learning to influence their research approach and methods. Vaughan describes the action learning process as one that enabled her to ‘ ... interact, contribute, be vulnerable and tackle insecurities’ which helped her confidence both in the set and in the workplace. This theme, of using reflective practice within executive development to encourage the student to engage with their workplace context and research, to enable change through learning and action is clearly illustrated by Marguet and Wilson in Looking at th
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Pub Date : 2021-09-02DOI: 10.1080/14767333.2021.1986898
Hannah Vaughan, Tricia Jolliffe
ABSTRACT This account of practice focuses on using action learning (AL) from both the facilitator and student experience during the dissertation stage of a postgraduate degree to resolve wicked workplace problems. The action learning process was used to explore and create a catalyst for change through research that explored the wicked problem of Inflammatory Bowel Disease (IBD) in employment. The action learning set (ALS) comprises seven postgraduate students and a facilitator who never met the students in person and instead virtually adapted meetings by using Zoom, owing to the coronavirus pandemic. A WhatsApp group including all students and the facilitator was significant in providing an engaging space for help, support, and motivation.
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Pub Date : 2021-09-02DOI: 10.1080/14767333.2021.1973958
D. Coghlan, C. Rigg
ABSTRACT The act of theorising turns the attention from the outcome of theory generation to the act of theory generation itself. Revans' systems alpha, beta and gamma provide a foundational action theory that grounds the theorising process in action learning. This is the core of theorising in the praxeology of action learning as creating practical theory or actionable knowledge that makes Accounts of Practice more than merely interesting stories. This article explores how the process of writing an Account of Practice can also be seen as a process of theorising, articulating the kind of knowledge created from what is learned in and through action.
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Pub Date : 2021-09-02DOI: 10.1080/14767333.2021.1986904
Victoria Maxfield
being, and to stretch beyond their current self-concept or identity. Practically the chapter offers a variety of ‘Experiments with Your Self’ (155). Chapter Five ‘Managing the Stepping-Up Process’ reinforces the idea that becoming a leader is a process or slow transition, not a one-off event, as in taking up a new post. Ibarra reiterates the point that knowing what kind of leader you want to become emerges rather than being part of an initial plan. Very usefully, the chapter acknowledges that there can be false starts, problems and a need for corrections in the process. A final, short Conclusion invites readers to ‘Act Now’. I have already recommended this book to managers on MBA and DBA programmes and found it useful as well as provocative. Try it and see for yourself.
{"title":"Power, politics, and organizational change: winning the turf game","authors":"Victoria Maxfield","doi":"10.1080/14767333.2021.1986904","DOIUrl":"https://doi.org/10.1080/14767333.2021.1986904","url":null,"abstract":"being, and to stretch beyond their current self-concept or identity. Practically the chapter offers a variety of ‘Experiments with Your Self’ (155). Chapter Five ‘Managing the Stepping-Up Process’ reinforces the idea that becoming a leader is a process or slow transition, not a one-off event, as in taking up a new post. Ibarra reiterates the point that knowing what kind of leader you want to become emerges rather than being part of an initial plan. Very usefully, the chapter acknowledges that there can be false starts, problems and a need for corrections in the process. A final, short Conclusion invites readers to ‘Act Now’. I have already recommended this book to managers on MBA and DBA programmes and found it useful as well as provocative. Try it and see for yourself.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44257031","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 : 2021-09-02DOI: 10.1080/14767333.2021.1986908
George Boak
From the sub-title to the final appendices of this book, author Gilmore Crosby at no point sits on the fence. He starts his Acknowledgements by saying he owes his professional career to the work of...
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Pub Date : 2021-09-02DOI: 10.1080/14767333.2021.1986906
M. Pedler
work. We should not however forget that Leaders will be good and bad, smart and dumb, ethical and unethical, so the more that can be done to acknowledge and work with such human vulnerabilities and frailties the better. For the interested reader, the following would provide excellent follow-up material: ‘The Leadership Hubris Epidemic’ (2018) edited by Peter Garrard; ‘The Intoxication of Power’ (2016) edited by Peter Garrard and Graham Robinson; ‘Human Frailties’ (2013) edited by Ronald Burke et al. ‘The Leadership Mystique’ (2001) Manfred Kets de Vries, and ‘Understanding and Recognising Dysfunctional Leadership’ (2017) by Annette Roter. So howmight this varied collection of chapters be of practical value to action learning practitioners, you may well be asking yourself. In many ways is my response because action learning is all about enhancing the potential for constructive, ethical and sustainable organisational change. This involves engaging with, and influencing, others who may well be antagonistic to action learning initiatives. ‘Bad Leadership: Reasons and Remedies’ offers insights into some of the underlying reasons for such resistance. Resistance may have morphed into the varying varieties of toxicity, counter-productive and ‘bad’ leadership profiled in this book. Hopefully understanding – and appreciating more fully – the bases of bad leadership and toxicity outlined will heighten the awareness and sensitivity of the action learning practitioner to such ‘dangers’ both (i) when building action learning relationships with others and (ii) of their own latent susceptibilities towards bad and toxic behaviour. To conclude this, work should be of considerable interest and value to those involved in action learning because of the range and variety of leadership perspectives presented and from the insights it offers into the often convoluted dynamics of executive behaviour.
工作。然而，我们不应该忘记，领导者有好有坏，有聪明有愚蠢，有道德有不道德，因此，在承认和处理这些人类弱点和弱点方面做得越多越好。对于感兴趣的读者，以下内容将提供很好的后续材料:彼得·加拉德(Peter Garrard)编辑的《领导力傲慢流行病》(2018);《权力的陶醉》(The Intoxication of Power, 2016)，由彼得·加拉德和格雷厄姆·罗宾逊编辑;罗纳德·伯克等人编辑的《人性弱点》(2013年)、曼弗雷德·凯茨·德弗里斯的《领导的奥秘》(2001年)和安妮特·罗特的《理解和认识功能失调的领导》(2017年)。那么，你可能会问自己，这些不同的章节对行动学习实践者有什么实际价值呢?我的回答是，在很多方面，因为行动学习都是关于提高建设性、道德和可持续的组织变革的潜力。这包括与那些可能反对行动学习计划的人接触并影响他们。《糟糕的领导:原因与补救》一书深入探讨了这种抵制的一些潜在原因。抵抗可能已经演变成本书中描述的各种各样的毒性、反生产力和“坏”领导。希望理解——并更充分地欣赏——所概述的不良领导和毒性的基础，将提高行动学习实践者对这种“危险”的认识和敏感性，这两个方面:(1)在与他人建立行动学习关系时，以及(2)他们自己对不良和有毒行为的潜在易感性。综上所述，对于那些参与行动学习的人来说，工作应该具有相当大的兴趣和价值，因为它提出了广泛而多样的领导力视角，并提供了对高管行为往往令人费解的动态的见解。
{"title":"Too good to be true?","authors":"M. Pedler","doi":"10.1080/14767333.2021.1986906","DOIUrl":"https://doi.org/10.1080/14767333.2021.1986906","url":null,"abstract":"work. We should not however forget that Leaders will be good and bad, smart and dumb, ethical and unethical, so the more that can be done to acknowledge and work with such human vulnerabilities and frailties the better. For the interested reader, the following would provide excellent follow-up material: ‘The Leadership Hubris Epidemic’ (2018) edited by Peter Garrard; ‘The Intoxication of Power’ (2016) edited by Peter Garrard and Graham Robinson; ‘Human Frailties’ (2013) edited by Ronald Burke et al. ‘The Leadership Mystique’ (2001) Manfred Kets de Vries, and ‘Understanding and Recognising Dysfunctional Leadership’ (2017) by Annette Roter. So howmight this varied collection of chapters be of practical value to action learning practitioners, you may well be asking yourself. In many ways is my response because action learning is all about enhancing the potential for constructive, ethical and sustainable organisational change. This involves engaging with, and influencing, others who may well be antagonistic to action learning initiatives. ‘Bad Leadership: Reasons and Remedies’ offers insights into some of the underlying reasons for such resistance. Resistance may have morphed into the varying varieties of toxicity, counter-productive and ‘bad’ leadership profiled in this book. Hopefully understanding – and appreciating more fully – the bases of bad leadership and toxicity outlined will heighten the awareness and sensitivity of the action learning practitioner to such ‘dangers’ both (i) when building action learning relationships with others and (ii) of their own latent susceptibilities towards bad and toxic behaviour. To conclude this, work should be of considerable interest and value to those involved in action learning because of the range and variety of leadership perspectives presented and from the insights it offers into the often convoluted dynamics of executive behaviour.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42844182","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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