The power of action learning to develop leaders and learning organizations.

Abstract

s noted in chapter 1, the challenges and demands that organizations face today require a broader range of leadership skills than were required in previous eras. In addition to the directive and transactional (motivating through the use of rewards) leadership skills so useful in the past, successful leaders in contemporary organizations display leadership styles that engage people's values, passion, and desire to achieve great things (i.e., transformational leadership) as well as empower people to take more responsibility for self-leadership in their decision making. Pearce et al. (2003) provided convincing evidence that CEOs demonstrate all of these leadership skills in their stewardship of contemporary organizations.Leadership Development Pearce and Conger (2003) noted that leadership in contemporary, technology-rich organizations has shifted from traditional hierarchical, top-down leadership to more lateral, collaborative, and shared leadership approaches. Chapter 10 provides consistent evidence that Action Learning (AL) 83

Exploring the potential of a multi-level approach to improve capability for continuous organizational improvement and learning in a Swedish healthcare region

“…This supports the previous observation by researchers that “learning by doing” is a strong facilitator (e.g. [ 21 , 22 , 25 – 28 , 63 ]). Ways to assist change in support functions should be described as a continuum, starting from a discrete task-focused activity (i.e., doing for others) and leading to a process of enabling individuals, teams, and the organization [ 64 ].…”

“…In action-learning, real-world problems are solved through concrete steps, while concurrently gaining deep learning in the process [ 27 ]. Action-learning is commonly described as including: a defined problem, an action-learning team, a process of emphasizing thoughtful reflection and listening, taking action, a commitment to learning, and a learning coach [ 28 ].…”

Action learning in virtual higher education: applying leadership theory

“…In addition, I believe the course-requirement that students apply leadership theory should take precedence over strict adherence to all principles of AL (e.g. ‘Nothing is proven in advance’ (Revans 1982b , 66); ‘The problem should … have no easily identifiable solution’ (Marquardt et al 2009 , 22); ‘The problem should be a true problem, one that has no existing solution’ (Marquardt 2011 , 29)). Rokeach ( 1973 ) defined a human value as ‘an enduring belief that a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence’ (5).…”

“…Prior to implementation and based on what I knew recently as a result of some of the most recent literature in relation to AL (Marquardt 2011 ; Marquardt et al 2009 ) and VAL (Dickenson, Burgoyne, and Pedler 2010 ; Pedler, Hauser, and Caulat 2014 ), I was skeptical about the likelihood of students’ success applying alternative perspectives of leadership using VAL. However, I was encouraged by the account of Waddill ( 2006 ) who reported effective implementation of an education course which she labeled as ‘Action E-learning’ in the form of ‘Web-Based Instruction’ (159–160) with ‘twelve … senior managers in different government agencies’ of the USA who ‘worked in a variety of locations throughout the US’ and ‘were grouped into three groups or sets … of four or five individuals’ (161–162).…”

A Model for Training Public Health Workers in Health Policy: the Nebraska Health Policy Academy

“…As a core component of the Academy, using principles of adult learning, teams apply the knowledge and skills they receive to a policy development project that anchors the learning (22). The policy can be either a hypothetical issue in a community or a real-life public health problem that must be addressed.…”