The practice of self-managed action learning

O’Hara, Suzanne; Bourner, Tom; Webber, Trix

doi:10.1080/1476733042000187600

Cited by 29 publications

(30 citation statements)

References 2 publications

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“…Even though the long-term existence of the concept and a lot of research done (e.g. Bennet and Bennet, 2004;Dunton, 2008;Marsick et al, 1992;O'Hara et al, 2004;Parkes, 1998;Abbott, 2008a, 2008b;Peters and Smith, 1996;Pounder, 2009;Revans, 1983a,b;Smith, 2001), full agreement on the approach has not been reached. Pedler and Abbott (2008b) state that "action learning is a maturing approach to management, leadership and organizational development, yet it has no single definition and varies considerably in practice.…”

Section: Action Learningmentioning

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: Action Learningmentioning

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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“…In Table 1, we compare the implementation of SMAL at the North Western Health Board of Ireland reported by Bourner, O'Hara and Webber (2002) and O'Hara, Bourner and Webber (2004) with our implementations.…”

Section: Implementing Self-managed Action Learningmentioning

confidence: 98%

“…However, despite the potential of SMAL to diversify practice, little subsequent practitioner-centered research (Bourner and O'Hara 2000) has been published to explore effective contexts for its deployment or the types of practitioners who can apply it. Bourner, O'Hara and Webber (2002) and O'Hara, Bourner and Webber (2004) have researched face-to-face SMAL in an organizational setting. However we can find no subsequent accounts of using SMAL in either higher education (HE) or blended contexts that integrate face-to-face and virtual action learning.…”

Section: Introductionmentioning

confidence: 99%

“…Self-managed action learning (SMAL) (Bourner, O'Hara, and Webber 2002;O'Hara, Bourner, and Webber 2004) is 'an innovation in the practice of action learning, which enables managers to facilitate their own action learning sets and, in so doing, develop the skills of facilitative management and the "soft skills" for managing change' (O'Hara, Bourner, and Webber 2004, 29). In a recent overview of developments in action learning, Pedler, Burgoyne and Brook (2005) praised SMAL's key innovation of removing the set facilitator, commenting that 'SMAL actually strengthens a key classic principle [by] challenging an often taken-for-granted aspect of current action learning practice' (61).…”

Section: Introductionmentioning

confidence: 99%

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

Shurville

Rospigliosi

2009

Action Learning: Research and Practice

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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

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“…This study applies the SRL model described by Pintrich (2004), the metacognitive strategy and its main dimensions, in order to understand how the students' confidence and performance function within a blended-learning environment (Means et al, 2009). Metacognitive strategies can help to regulate and control cognition to accomplish a goal and include such strategies as goal-setting, planning, self-monitoring, self-regulation, time management, and help-seeking (O'Hara, Bourner and Webber, 2004).…”

Section: Self-regulated Learning and Blended-learning Strategiesmentioning

confidence: 99%

A blended learning approach towards reducing the written communication gap: the role of Self-Regulated Learning dimensions

Herdan

Neri

Russo

et al. 2021

Compass

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This study analyses the effectiveness of a blended learning strategy, designed to improve the written communication skills of a cohort of Accounting and Finance students. Moore and Morton (2017) stressed that the written communication gap mainly arises due to students’ inability to utilise their writing skills in a dynamic process. Therefore this paper analyses the connection between the self-regulation learning (SRL) strategy, the writing learning process and the blended learning approach. The findings reveal that SRL dimensions play a significant role in the successful application of the blended learning strategy. The dimensions also support the blended approach in enhancing written communications skills among accounting students. The study has relevant and practical implications for promoting the application of a blended learning strategy using SRL successfully. Additionally, our findings offer a learning strategy to address the unresolved skills gap, affecting written communication within Business Schools.

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The practice of self-managed action learning

Cited by 29 publications

References 2 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

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

A blended learning approach towards reducing the written communication gap: the role of Self-Regulated Learning dimensions

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