To Act and Learn: A Bakhtinian Exploration of Action Learning

This paper considers the work of the Russian social philosopher and cultural theorist, Mikhail Mikhailovich Bakhtin as a source of understanding for those involved in action learning. Drawing upon data gathered over two years during the evaluation of 20 action learning sets in the north of England, we will seek to work with the ideas of Bakhtin to consider their value for those involved in action learning. We consider key Bakhtin features such as Making Meaning, Participative Thinking, Theoreticism and Presence, Others and Outsideness, Voices and Carnival to highlight how Bakhtin's can enhance our understanding of the nature of action and learning

Orchestration of learning style differences and other variables in an action learning experience.

Research centered on 31 students who participated in a two-week International Action Learning Seminar in Salford, England. International participants were assigned to action learning sets on the basis of several variables. Composition of sets (six to seven individuals) was purposely mixed to enhance diversity and promote learning

Revans reversed: focusing on the positive for a change

The classical principles of action learning, based on the work of Revans, usually include working with problems as the core. This article aims, by contrast, to show how a recent project of change has incorporated principles of appreciative inquiry (AI) based on social constructionism and positive psychology into an action learning process involving a wide range of participants. The concern for problems is considered showing that the process of diagnosing a problem can reinforce a deficit orientation. The key ideas of AI are presented, highlighting the purpose of finding out what is going on in terms of what is working well, and in doing so, it becomes possible to build a picture of the strengths and virtues of what is happening at work. Based on findings from a recent project of culture shift in a design and production company, a process of positive action learning is considered

Action learning as an enabler for successful technology transfer with construction SMEs

There is an increasing demand for construction companies to adopt and use new technologies. At the same time universities are increasingly being called upon to assist with ‘technology transfer’ through positive engagement with industry. However, there is little literature investigating technology transfer from the perspective of small construction companies which make up the overwhelming majority of firms in the sector. This paper contributes to this developing area by providing a literature review of technology transfer and proposing a holistic system required for success. Building upon this review it assesses the potential use of action learning as a means of providing this holistic solution and, in so doing, promoting technology transfer and improving the links between higher education institutions (HEIs) and the construction industry. The assessment is made through a literature review of action learning in construction and an analysis of results from the national Construction Knowledge Exchange (CKE) initiative which uses an action learning methodology to assist HEIs in supporting local construction small and medium-sized enterprises (SMEs). The initial results show that this innovative approach, has been successful in creating synergies between academic and business worlds, helping HEIs to communicate more effectively with businesses and vice versa. However, the results indicate that innovations which small construction companies tend to more successfully adopt are those which can contribute to the business in a quick, tangible fashion, and which can be dovetailed into existing rganisational capabilities. This is found to be in marked contrast to the relevant literature which depict large companies operating in more complex networks, drawing upon them for new tacit and explicit technologies which support more long term, formal technology strategies, and which often complement some form of specialised internal research and development capability. The implication for policy is that any technology transfer initiatives need to appreciate and actively manage the different motivations and capabilities of small and large construction companies to absorb and use new technology

Sustaining competing professional identities: Measuring action learning 'outcomes' in an educational context.

This paper builds on an initial investigation of the process of action learning in a university Management School in New Zealand, where the focus is on sustainability and innovation. Students are encouraged to engage with entrepreneurial practice and develop critical thinking skills. In this study, we recognise the impact of the organisational context both on our own professional practice as teaching staff and on learning outcomes for staff and students. The emergent nature of action learning outcomes makes the measurement of their effectiveness problematic. Research questions cannot be determined at the outset but are generated in consultation with the research participants. Despite aiming to be collaborative, our focus groups and interviews made explicit the tensions existing in the professional identities of staff. Their expert knowledge as researchers and teachers was challenged by an action learning approach. Consequently, this paper is an example of ongoing critical reflective practice. We conclude that measuring the effectiveness of action learning outcomes is context-dependent and consider the implications for the teaching of critical management studies. The process of action learning must be considered a key outcome. Individual reflection on professional identity and practice may be as important as the organisational learning and explicit knowledge gained

Achieving synergy through combining action learning and action research

This is why Ortrun is a vital energy in shaping the evolution of the 'Action' family of scholarship, now including PALAR and LAL (Lifelong Action Learning)

Learning, action and solutions in action learning: investigation of facilitation practice using the concept of living theories

This paper explores the practice of action learning (AL) facilitation in supporting AL set members to address their ‘messy’ problems through a self-reflexive approach using the concept of ‘living theory’ [Whitehead, J., and J. McNiff. 2006. Action Research Living Theory. London: Sage]. The facilitation practice is investigated through personal observations and explanations of learning and action through shift in identity, thinking and approach of AL members in resolving complex problems raised during the AL sessions. The paper demonstrates how AL can be applied as a methodology for supporting leaders to address complex organisational problems through inquiry, critical reflection and advocacy to gain new insights as well as new practice. The findings highlight that key theoretical principles in AL such as critical reflection and problem-solving can be applied to support managers and leaders to analyse and solve complex organisational problems. The paper also contributes to the current literature on AL through the application of the living theory approach as a discipline for critical inquiry, self-reflection and evaluation