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

Yeo, Roland K.; Gold, Jeff

doi:10.1080/13678868.2011.604956

Cited by 23 publications

(29 citation statements)

References 49 publications

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“…They went back to their workplace for about one month during the training programme duration and applied the concepts they learnt in class to collect and gather needed data and information to carry out the proposed project report. This involved some action learning in the process (Yeo and Gold 2011;Walia and Marks-Maran 2014). The IS report could also be describing what they have already done and written up as a case study, which reflects their understanding of the concepts learnt and applied to actual experiences.…”

Section: A Case In Practice At the Ministry Of Interior Leadership Dementioning

confidence: 99%

A reflection on a leadership training programme of the Ministry of Interior, Thailand

Siengthai

2015

Human Resource Development International

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This paper reviews the literature on training and evaluation to identify factors influencing the effectiveness of human resource development (HRD) programmes in organizations. It then takes the Ministry of Interior in Thailand as a case in practice and describes and discusses how the Ministry implements its leadership training programmes. Based on the relevant literature review and subsequent interviews, eight recommendations are provided as a guideline for the in-service training programmes in the public sector.

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Section: A Case In Practice At the Ministry Of Interior Leadership Dementioning

confidence: 99%

A reflection on a leadership training programme of the Ministry of Interior, Thailand

Siengthai

2015

Human Resource Development International

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“…Thus, when a group of people come together to participate in an action learning process, we can consider this 'set' as an activity, in which each person operates in a unit of action. We further suggest that action and learning become blended because acts occur within a unit of action, within the activity of the 'set' and that learning is possible in both (Yeo and Gold, 2011a). However, it is also possible that deliberate action is prevented, so that within a unit of action, inaction can result (Vince, 2008).…”

Section: Introductionmentioning

confidence: 89%

“…The relevance of the Vygotskian perspective on mediating tools to HRD can be seen in the use of language and contextual stimuli such as resources for knowledge exchange to induce learning and development in employees (Anderson and Gold, 2009;Yeo and Gold, 2011a). That tools can both help and hinder action is a crucial feature of socio-cultural theory and how learning occurs.…”

Section: Socio-cultural Theory Of Learning and Mediated Actionmentioning

confidence: 99%

“…They adopted an active learning orientation as they demonstrated trust, openness, and a willingness to share concepts and knowledge with set members (Hurley and Hult, 1998). HRD professionals could enhance employees' learning engagement by capitalising on employees' self-concept, experience, readiness to learn, orientation to learning, and motivation (Yeo and Gold, 2011a). They could help employees make sense of their contexts by guiding their interpretation of external events, communicating essential information, and providing opportunity for collaborative inquiry (Knowles, 1975).…”

Section: Implications For Hrm and Hrdmentioning

confidence: 99%

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Socio-cultural mediated action in action learning for human resource management and human resource development

Gold

Yeo

2012

IJHRDM

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The paper explores the efficacy of action from a socio-cultural perspective and reinforces that action and learning are intertwined to produce goal-oriented outcomes. It contributes to the theory of action learning by providing a socio-cultural perspective suggesting that social cognition and interpretive schemes operating in group interaction determine the nature of action taking. Action is conceptualised at the cognitive level as a socio-cultural mediated practice and operates through the ongoing process of sensemaking. The Vygotskian notion of 'tools' -language, psychological and technical -is used as an interpretive device that creates the conditions for unlearning and relearning. Two cases were used to illustrate how participants benefited from reflective and collaborative inquiry through interaction with set members. Vygotskian's action triangle and zone of proximal development offers implications for human resource management (HRM) and human resource development (HRD). Action learning can provide the context for organisations to develop a learning and innovative culture.

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“…Ultimately, when leaders master their 'learned' action -that is action that takes into consideration the dynamics of the environment in which the action is situated -they will in turn influence their members' learning-to-learn attitude. Collectively, leaders will help them develop the courage to unleash more powerful individual actions that will have an impact on others (Yeo and Gold, 2011).…”

Section: Leading Through Actionmentioning

confidence: 99%

Becoming “leaderful”: leading forward in turbulent times

Yeo

Gold

Marquardt

2015

Industrial and Commercial Training

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Structured AbstractPurpose: The primary aim of the paper is to offer a practice-based understanding of leadership based on the concept of 'leaderful' practice. In supporting this concept, the paper describes the contexts that shape leadership capacity and introduces an integrative framework that further illustrates 'leaderful' practice. Methodology:The paper draws on prior research conducted by the authors in a variety of industries. Insights were gleaned from both theoretical perspectives and qualitative data drawn from a number of empirical studies. Findings:In order to lead confidently in turbulent times, leaders need to first unlearn the conventional wisdom of leadership. Three contextual enablers contribute to 'leaderful' practice, namely problem, action, and experience. Becoming 'leaderful' is being mindful of how these three enablers could be harnessed and integrated to facilitate change in meaningful ways.Practical Implications: In order to promote 'leaderful' practice, both reflective and conversational spaces are imperative. Such spaces help leaders to be mindful of their internal and external contexts, including a keen awareness of self and others in framing references of the past for the future. In doing so, leaders need to be 'present' to confront 'wicked' problems and take action through collective experience and intelligence.Originality/Value: Understanding how leaders think, feel, and act in actual practice helps us understand the genuine characteristics of leadership. The paper introduces a framework of 'leaderful' practice with a focus on leading with confidence. It extends current understanding of leadership practice by viewing 'leaderful' practice from the perspective of problem, action, and experience.

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

Cited by 23 publications

References 49 publications

A reflection on a leadership training programme of the Ministry of Interior, Thailand

A reflection on a leadership training programme of the Ministry of Interior, Thailand

Socio-cultural mediated action in action learning for human resource management and human resource development

Becoming “leaderful”: leading forward in turbulent times

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