Editorial 18.2

This edition of the journal includes six book reviews of publications exploring the learning organisation, coaching, entrepreneurship and leadership and sustainability. The first three reviews are of books about aspects of learning that are closely related to action learning, whilst the other reviews are of books that focus on issues with which those engaged in action learning may be concerned. The first review is John Edmonstone’s assessment of Stefan Kuhl’s The rainmaker effect: Contradictions of the learning organisation, in which the author describes how superstitious beliefs – such as the belief that an individual can act as a rainmaker act in relation to the concept of the learning organisation. Following an analysis of the apparent contradictions and limitations of the idea of the learning organisation, the book examines potential hidden benefits of belief in such an institution. Edmonstone finds the book provides an academic, sociological examination of the concept of the learning organisation, devoid of checklists and handy hints about action, and judges that this is both its strength and its weakness. The second review is by Peter Hawkins, discussing How to Coach Your Team: Release its Potential and Hit Peak Performance by Pam Jones, Vicki Holton and Angela Jowitt. Hawkins describes the book as a practical ‘how to’ publication, which could be a useful toolkit for busy managers and leaders, as well as being of value to those who facilitate action learning sets. Whilst noting that there is much of value in the book, Hawkins argues that successful teams need more ‘outside-in’ (collaborative work with those outside the team) and ‘futureback’ (scoping the future and working back to devise actions in the present) actions than are proposed in the book. Sarah Crabbe also reviews a book related to coaching, 101 Coaching Supervision Techniques, Approaches, Enquiries and Experiments, edited by Michelle Lucas. This is also a practical, ‘how to’ book, in which practitioners explain a variety of techniques that can be used in coaching supervision. A coaching approach is taken to supervision, and so the focus is on how to help the supervisee to take new perspectives and arrive at new solutions. Crabbe concludes that both new and also experienced action learning set facilitators will find something new, interesting and practical among the wide range of ideas discussed in the book. The next two reviews are of books about aspects of entrepreneurship and successful management of small and medium-sized enterprises (SMEs). First, Andreas Walmsley reviews Productivity and Innovation in SMEs Creating Competitive Advantage in Singapore and South East Asia, by Azad Bali and colleagues. This is a monograph that presents the results of a survey of manufacturing SMEs in Singapore, and it will be of particular interest to managers or consultants seeking to understand the barriers to productivity in SMEs and how to overcome them. Although action learning is not explicitly mentioned in the book, Walmsley argues that there is scope for its use in relation to two of the drivers of innovation identified by the authors – a culture that embraces innovation, and the quality of leadership and management. Secondly, John Park reviews What do entrepreneurs create? by Michael H. Morris and Donald F. Kuratko. Park recommends the book as suitable for three very different readerships – academics teaching and researching entrepreneurship, students at undergraduate or postgraduate level, and practising or potential entrepreneurs interested in their own practice. In relation to the latter group, Park observes that the book could provide a framework of