Action Learning: Reflections On Becoming a Set Member

Beaty, Liz; Bourner, Tom; Frost, Paul

doi:10.1177/135050769302400405

Cited by 25 publications

(18 citation statements)

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“…The fact that the facilitators were the best performing project managers in the consultancy made them not automatically qualified as facilitators and neither did the 1 day of training offered by the programme owners. This finding is in line with research (Beaty et al, 1993;Bourner and Weinstein, 1996;Inglis, 1994;Lawlor, 1991;McGill and Beaty, 1992;Weinstein, 1995) reported by Pedler and Abbott (2008b) stating that the facilitator should possess good process skills and that content skills are of minor relevance. The fact that most of the facilitators in the case company did not want to act as facilitator in the second round (project 4) may indicate that they did not feel comfortable with the role or maybe even lacked motivation for the role.…”

Section: Discussion and Propositionssupporting

confidence: 92%

Action learning for further developing project management competencies: A case study from an engineering consultancy company

Eskerod

2010

International Journal of Project Management

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Section: Discussion and Propositionssupporting

confidence: 92%

Action learning for further developing project management competencies: A case study from an engineering consultancy company

Eskerod

2010

International Journal of Project Management

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“…Beaty, Bourner, and Frost 1993;Fenwick 2003;McLoughlin 2004;McLaughlin and Thorpe 1993;Raelin 1997a) and critical management studies (Anderson and Thorpe 2004;French and Grey 1996;Reynolds and Vince 2004). While many scholars (e.g.…”

Section: Theoretical Perspectives Of Action Learningmentioning

confidence: 98%

The inseparability of action and learning: unravelling Revans' action learning theory for Human Resource Development (HRD)

Yeo

Gold

2011

Human Resource Development International

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This paper argues that as much as learning and action are inseparable, there are situations that could reinforce or disrupt the dialectical relationship between them. It aims to clarify the interdependence between action and learning from a social constructivist perspective in order to conceptualize action learning as a type of transformative experience. We argue that the existing theorization of action learning is somewhat narrow which posits that learning is independent of any formalized organizational programme. This assumes that learning takes place on its own without considering the context in which it occurs. The paper therefore (1) extends the individualistic focus of Revans' action-learning theory; (2) unravels action learning as a transformative process rather than merely a tool in solving organizational problems; and (3) links action learning to HRD that can lead to a continuous process of questioning emerging complexity in organizations.

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“…From the perspective of orthodox action learning theory, Rachel's inaction could be understood as a fairly straightforward matter of failed implementation due to fear, anxiety, or a lack of preparedness for the group process (Beaty et al, 1993;Bourner, 2011;Breathnach & Stephenson, 2011;Linklater & Kellner, 2008;Marquardt, 2004). However, by refracting…”

Section: Discussionmentioning

confidence: 99%

Learning Networks and the Practice of Wisdom

Marshall

Simpson

2014

Journal of Management Inquiry

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Learning networks offer a context and methodology for business managers to learn from each other’s experience. However, the extent to which these networks can facilitate and support wise action remains an open question. In this article, we adopt a Buddhist perspective on wise action as a counterpoint to more familiar Western notions of wisdom as accumulated knowledge. We apply this novel perspective to a case example drawn from a learning network of small and medium-sized enterprises, demonstrating that the Buddhist focus on interdependent origination and impermanence suggests specific ways of working together that can enhance the practice of wisdom in, and beyond, learning networks.

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Action Learning: Reflections On Becoming a Set Member

Cited by 25 publications

References 0 publications

Action learning for further developing project management competencies: A case study from an engineering consultancy company

Action learning for further developing project management competencies: A case study from an engineering consultancy company

The inseparability of action and learning: unravelling Revans' action learning theory for Human Resource Development (HRD)

Learning Networks and the Practice of Wisdom

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