Purpose A fundamental assumption within Action Learning is that learning only occurs through participation, reflection and action. Revans maintains that individuals will fail to understand the 'how' of an experience until they have experienced it for themselves i.e. 'learned by doing'. This paper postulates that Revans' concept of 'learning by doing' can in certain circumstances be enhanced through vicarious learning or learning from the behaviour of others. Design, methodology and approach This paper adopts a desk research approach review of literature, accompanied by the authors own experience of facilitating action learning sets and the goldfish bowl exercise. Findings The author maintains that Revans' concept of 'learning by doing' in the context of the goldfish bowl exercise can enhance insight an individual's insight through vicarious learning or learning from the behaviour of others. Research implications and limitations The paper is limited in some respects as it focuses on the viewpoint of the author coupled with literature. Future research could explore participant voices to add an extra dimension to the work.
Revans postulated that the essence to learning was not about finding the right answer, but finding the right question, thus, illustrating the power and importance of understanding how and what to ask, when attempting to obtain a deeper understanding of any particular issue. This book does exactly that; it directly addresses the concept of questions and our ability to both ask and avoid asking questions.The book is structured in three distinct, but interconnected, parts. The first two sections address the notion of questions in a very broad sense. The final section considers when and how to ask questions, taking both a very contextual and practical stance. The section is concluded with a discussion of how action learning fits into this process.
Purpose -This paper responds to calls for research into the use of action learning in management education (Hay, 2011). It reports on student experiences of action learning in a final year module for part time Master of Business Administration students. It focuses specifically on the development of an understanding of the interpersonal relationships that existed within those action learning sets; both positive and negative.The paper then discusses the subsequent impact those dynamics may have on the effectiveness of the action learning process.Design/methodology/approach -An interpretivist philosophy underpins the research framework adopted in this paper. Data was captured by means of semi-structured questionnaires distributed at both the beginning and end of the module. The data was thematically analysed using open coding.Findings -The paper used two contrasting views of the interpersonal relationships in action learning sets: Revans' (1982) 'comrades in adversity ' and Vince's (2004) 'adversaries in commonality' as a framework for discussion. It found that various interpersonal dynamics existed within the sets, which in this case, had the ability to influence individual satisfaction and the overall effectiveness of the set.Originality/value -The findings provide insights, via participant voice, into aspects of interpersonal relationships within action learning sets. In particular, the politics and emotions that occur within the learning sets, whilst considering the subsequent impact on both participant satisfaction and the effectiveness of action learning sets.
An analysis of the use of action learning on an MBA programme ABSTRACT The aim of this paper is to enrich our understanding of action learning by listening to the voices of the students who have been participants in an action learning set on an academic programme. In this case, the final year of a part time the Master of Administration (MBA) programme. One university, responding to calls for innovation in postgraduate education, made the decision to use a differing approach to the teaching and learning on their part time Master of Business Administration (MBA) by introducing action learning into the final year research methodology and dissertation module. The paper reports the outcome of that decision, focusing on the student experience in learning sets. Data was captured by means of a semi-structured and the findings were thematically analysed. Insights are offered into aspects of learning set psychological dynamics such as psychological climate, the emergence of hierarchy in learning sets and the inevitable leadership struggles that follow, all of which have an impact on both student satisfaction and effectiveness of the learning set. The paper also offers insights into action learning as both a teaching and learning methodology in the area of post graduate study as experienced by the participants themselves.
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