Action Learning Worldwide: Experiences of Leadership and by Y. Boshyk

By Y. Boshyk

For the 1st time in a single quantity, the major proponents and practitioners of motion studying outline their process, and describe how motion studying and government and organizational improvement are practiced within the public, deepest and 'not-for-profit' sectors all over the world. defined intimately are the reviews of normal electrical, Merck, Volvo, jap and Korean multinationals, in addition to the Canadian Civil carrier and the realm Council of church buildings, between others.

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MiL developed ideas akin to, but separate from, the action learning practices championed by Reg Revans in Great Britain. Different from Revans, MiL developed a focus on learning coaches, working with participants in a co-learner relationship, but taking accountability for assertively catalyzing learning in the process. The MiL focus on reflection places emphasis on participants developing their own theories of action through reflection on their own experience contrasted with the traditional business-school approach of teaching expert-based models.

Someone suggested that the 50 or so people already involved in action learning call themselves the Action Learning Community. ’ introductory days for newcomers. The 14 Action Learning: The Classic Approach agenda for each community day was – typically – working on work issues. People attended all day, or for half a day. They formed sets around an issue brought by one or two people, or explored a topic in a set. Throughout they maintained the confidentiality crucial for any real work to be achieved in a set.

They emphasize critical reflection in the practices they use to foster individual, group, and organizational learning. All continue collegially to share experiences in critical reflective practice to further develop methods and designs. Below we describe two of the early ARL™ programmes, which in many ways have provided the foundation for the realization that ARL™ is really a set of principle ϩ values ϩ elements, not a hard and fast design. This set includes question-driven, business and work-focused interventions; codesign with the client organization; just-in-time learning support; learning coach support; reflection as an important part of the programme, and action and follow-up on results.

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