Action learning comes of age ‐ part 2: action learning for whom?

This study explored the use of action learning with first-year part-time occupational therapy students. The aims were: (1) to identify the issues raised by students relating to their needs on the course and any changes they made; (2) to explore the influence of action learning in facilitating change. It was also hoped that through action learning students could rehearse appropriate professional skills. Fifteen students in two action learning sets with a known tutor as facilitator met for 10 weekly one-hour sets. Action research was used with methods including a pre-questionnaire to capture initial thoughts of students; participant observation yielding fieldnotes; reflective diaries; students' written feedback and a final group interview. Inductive analysis was used to identify emerging themes. A range of personal, professional and academic issues were identified and some students reported changes across these domains. The use of new ways of learning and the use of peer support offered by action learning seemed to facilitate these changes in students. Changes in key professional skills such as communication and group skills were also noted. Challenges which acted against change were lack of need for peer support and lack of a deep understanding of group work processes. The need for integration of action learning into the wider curriculum was indicated.

Section: Rehearsing Skills For Practicecontrasting

confidence: 63%

Action learning: facilitating real change for part-time occupational therapy students

Walsh

Fegan

2007

“…A colleague has since suggested a practical remedy: Pedler's questionnaire to assess organizational readiness for action learning (Pedler 1996) could be complemented by development of an evidence-based questionnaire to assess participants' readiness for action learning. O'Hara et al (1997) might provide a useful starting point. Access to such an evidence-based questionnaire would help course directors to avoid our mistake when implementing SMAL.…”

Section: Negative Outcomesmentioning

confidence: 99%

Implementing blended self-managed action learning for digital entrepreneurs in higher education

Shurville

Rospigliosi

2009

We report upon implementing blended self-managed action learning (SMAL) within graduate and postgraduate courses in digital entrepreneurship. In four out of five cases, we found that SMAL was highly motivating to our learners and integrated well with a blended and flexible approach to learning. We report a case where a SMAL set broke down due to the presence of a charismatic learner who was visibly biased against SMAL and questioned its utility from the outset. We suggest that the risk of similar breakdowns might be managed by developing a questionnaire to pre-assess participants' readiness for action learning and increasing the level or support during SMAL set meetings. While SMAL did not give rise to independent action learning sets after the courses, we were surprised and encouraged to find that learners instigated independent virtual learning networks, which flourished for up to a year after the courses. On the basis of this experiment we suggest that blended and fully virtual SMAL are worthy of further investigation in higher education and beyond

“…It had long been apparent that some people are 'naturals' with action learning whereas some others struggle with it. We had studied this issue in a range of cases and concluded that the difference that makes the difference is the incidence of skills for effective set participation (see, for example, O'Hara et al 1997;Bourner, Frost, and Beaty 1997;Shurville and Rospigliosi 2009). These skills include listening skills, questioning skills, skills for active reflection and feedback skills.…”

Section: Why the Emphasis On Action Learning And Self-managed Learning?mentioning

confidence: 99%

Action learning for neighbourhood improvement – from practice to theory

Rospigliosi

Bourner

2021

Self Cite

What do people need to learn to engage actively in social action for neighbourhood improvement or development? How important is emergent learning relative to planned learning in this context? Where does first-person knowledge fit into the body of knowledge required for success in bringing about change for the better in neighbourhoods through community-based projects? These are some of the questions raised by the development of a programme of knowledge and skills for active participation in community-based neighbourhood renewal projects. The programme was christened 'Action Learning Together' but was quickly abbreviated to the ALTogether programme. It was a programme that blended action learning with self-managed learning, that capitalised on the different knowledge and skills of different participants and that recognised that the knowledge and skills needed for each project were likely to be significantly different from that needed to tackle the projects of other participants on the programme. This paper focuses on the philosophy or theory underpinning the programme and issues raised in a number of areas including the relative weight attached to emergent and planned learning, the blending of action learning with self-managed learning and the applicability of self-managed action learning for social change in contexts like this.