Action Learning and Its Applications
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This second volume of two discusses the employment of action learning in different contexts, including healthcare, education, government, military and the business world. Use of action learning in delivery of Future Search Conferences is addressed, as well as action learning in community and civil society and the future of action learning.
List of Tables, Figures, Boxes and Illustrations xiiPreface xivAcknowledgements xixNotes on Contributors xxiPart I Sector Overviews1 Action Learning in Health care Cheryl Brook 3Introduction 3Background: The U.K. National Health Service 4Action learning practice in the NHS 5Some limitations and difficulties 7Action learning in an NHS Trust: A case example 8Discussion 11Conclusion 122 Action Learning in Education Robert L. Dilworth 15Introduction 15The context within which action learning occurs in the United States 16Action learning in secondary school systems 17Action learning programs in higher education 23Conclusion 383 Transformative Action Learning in the U.S. Government Robert Kramer James L. Kelly 43Introduction 43The US$4 billion comprehensive exam 45The problem 46Enter Chinook 47Results 49Transformative learning 534 Action Learning in the Military Robert L. Dilworth 55Introduction 55Some case examples 56The Army as a learning organization 61Conclusion 665 Action Learning in the Business World: Past, Present, and Future Yury Boshyk 68What kind of action learning? And what does the term mean? 68Reg Revans and “traditional” action learning in the business world 69The “Americanization” of action learning in the business community 71Action Reflection Learning™ (ARL): Swedish and U.S. Variations 74Business driven action learning 77The future of action learning in the business community 866 Action Learning, Community, and Civil Society Verna J. Willis 99Introduction 99Identifying agents of action learning 100Civil society 102Community development 103Action learning and “development work” 104The critical realism of action learning 105Further examples 109Action learning as a beacon for civil society 110Conclusion 112Part II Themes7 The Practical Primacy of Questions in Action Learning Marilee G. Adams 119Introduction 119Action learning and the primacy of questions 120Revans on learning and questions 121The power and purposes of questions 123The importance of questions “versus” answers 123Questions, learning, and reflection 125Linking questions with action and results 125A team discovers missed questions 128Conclusion 1298 Process in Action Learning Teams: Similarities and Variations Michael Huge John W. Bing 131Introduction 131The nature of teams 131Action learning teams as a distinct subcategory of teams 133Examining process within action learning teams 134Process as mediated by culture on action learning teams 138Conclusion 1429 Action Learning and Organization Development W. Warner Burke Debra A. Noumair 144Problems of definition 144Comparing action learning and organization development 147A special case of action learning 149Conclusion 15210 Action Learning and the Learning Organization: Building Learning Capacity in Individuals, Groups and Organizations Judy O'Neil Karen E. Watkins Victoria J. Marsick 154Our approach to action learning 155Individual level of the learning organization 155Team level of the learning organization 158Organization level of the learning organization 160Conclusion 16311 Action Learning and Action Research Verna J. Willis 166A few important fundamentals 166Pioneer figures and their orientations 168Exemplars for comparison of action learning and action research 171Easy lessons from the examples 174Charting “news of difference” between action learning and action research 17512 Future Search as Action Learning Marvin R. Weisbord Sandra Janoff 179Kurt Lewin's legacy 179A short history of future search principles 181Future search as a learning model 183A philosophy and theory of facilitating 185Future search as a cross-cultural phenomenon 185Case study: Children of Southern Sudan 185Results and critical factors 188Learning from a learning event 189Crossing cultures is counterintuitive, unless… 189Conclusion: A comment on the “future” 190Part III Perspectives13 Action Learning through the Lens of Action Learners Robert L. Dilworth Verna J. Willis Karen M. Videtec Mariana Garban Lillie Graham Sapp Marvin R. Weisbord Fran Szabo Judy O'Neil Victoria J. Marsick Karen E. Watkins Sandra Janoff Isabel Rimanoczy 195My friend Reg 195Experiencing action learning (my thoughts) 197Adventures in action learning 199A view from Romania 201Action learning for a lifetime 202Learning by doing, doing by learning 203My experiences with action learning 205Our experiences in action learning 207My action learning experiences 208Revans' legacy 209Experience of action learners 20914 From the Frying Pan to the Fire - And Back Again: An Action Learning Story from General Electric Stephen R. Mercer 211Part I: The frying pan 211Part II: The fire 217Epilogue: The frying pan again 22315 My Experience with Business Driven Action Learning Alasdair Philip 226Foundations of learning 227Our organization 228“Outside-in” perspectives 228Our external environment 228Value creation 288Leadership 22916 Making Space for Reflection in Action Learning Geert R. Egger 231So, what is the problem? 232Making space for reflection 235Conclusion: A final reflection 24017 Action Reflection Learning: Tales of Two Journeys Isabel Rimanoczy Victoria J. Marsick 242Victoria Marsick's story 243Isabel Rimanoczy's story 24718 Looking to the Future of Action Learning Robert L. Dilworth 256Introduction 256The strategic view 257The basic context 258Meeting the challenge 259The issue of problem diagnosis versus implementation of solutions 266A suggested future state for action learning 269Conclusion 274Appendix: Robert L. Dilworth: His Life and Legacy (1936-2009) Verna J. Willis 276Glossary Robert L. Dilworth 286Index 295
