The evidence for the effectiveness of action learning

Leonard, H. Skipton; Marquardt, Michael J.

doi:10.1080/14767333.2010.488323

Cited by 58 publications

(41 citation statements)

References 16 publications

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“…Action learning improves the ability to develop integrative win/win solutions to conflict situations and it assists in the acquiring of critical skills like questioning and listening; learning from the diversity of group members; feeling confident; creating a safe environment; and how to provide coaching. Action learning also helps with learning about team processes, how to implement solutions, how to obtain support from top decision makers and how to leverage organizational resources (Leonard and Marquardt, 2010). Based on an internal needs assessment and a study of other successful organizations, the Mayo Clinic (Spurgeon et al, 2011b) identified that a combination of traditional academic approaches and contextually embedded personally relevant behaviorally based learning experiences are essential for the successful development of physician leadership competencies.…”

Section: Specific Strategies From the Literature And Organizational Imentioning

confidence: 96%

Embedding physician leadership development within health organizations

Snell¹,

Eagle

Aerde³

2014

Leadership in Health Services

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Access to this document was granted through an Emerald subscription provided by emerald-srm:448207 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this conceptual paper is to provide strategies on how to embed physician leadership development efforts within health organizations. Design/methodology/approach -Findings from our previous research, which include an extensive literature review and analysis of 53 interviews with representatives from healthcare organizations across the globe, are integrated within the context of the Influencer© framework to provide a useful and grounded tool for physician leadership development strategies. Findings -Physician leadership development strategies are identified for each of the six domains within the Influencer© framework. Practical implications -A number of physician leadership development strategies are provided. They can be used in combination or used independently. Originality/value -Integrating the knowledge gained from practices in health organizations and from the literature within the Influencer© framework is a unique approach and strengthens the usefulness of the identified physician leadership development strategies.

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Section: Specific Strategies From the Literature And Organizational Imentioning

confidence: 96%

Embedding physician leadership development within health organizations

Snell¹,

Eagle

Aerde³

2014

Leadership in Health Services

View full text Add to dashboard Cite

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“…Subsequent research has noted the importance of focus to the success of the learning experience (Leonard and Marquardt 2010). For many students, the field project provides their first exposure to analytics.…”

Section: Focusmentioning

confidence: 99%

Leveraging Experiential Field Projects—Discovery Learning in a Masters in Analytics Program

Speier‐Pero

2018

INFORMS Transactions on Education

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Abstract. In this paper, we present the theoretical rationale behind positioning a field project concurrent with students entering into a master's program in analytics as well as the pedagogical approach to make such an experience successful. The inclusion of such a project creates a discovery learning "scaffold" that facilitates stronger development of and connections between a student's skills, experiences, and analytics mindset. Implementing a field project before and concurrent with student skill development presents some significant challenges that are different from a capstone field project and which must be addressed to create a successful learning experience. After five years of introducing and enhancing this experience at Michigan State University, we believe that other institutions can learn from this experience. The field project learning process and outcomes as well as challenges are highlighted.

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“…Students also recognized the value of performing a "whole task" (Merrill, 2002) in their commentary relating that capstone represented "the first time they would work on a problem from beginning to end. " By SGID2, the themes of increasing confidence and independence show that students had come to view the instructor as a mentor/learning coach (Eppes et al, 2012;Leonard & Marquardt, 2010) rather than as the sole center of information. They guided our facilitation by relating areas where we provided adequate facilitation and also areas in which more resources might be helpful.…”

Section: Engaging In Reflective Practice Guided By Student and Instrumentioning

confidence: 99%

“…This frees instructors to become mentors/learning coaches (Eppes, Milanovic, & Sweitzer, 2012;Leonard & Marquardt, 2010) and because students participate in a cooperative and democratic learning environment, these courses, particularly when service-based, can be transformative (Gilbert, 2010). Service-based learning allows students to see the social and environmental change made possible by their work and develop a sense of civic responsibility (Simon et al, 2013).…”

Section: Problem-and Service-based Learning To Develop a Capstone Coursementioning

confidence: 99%