The State of the Art of Action Learning Research

Abstract

Action learning founder Reginald Revans emphasized the importance of striking the right balance between action and learning during the action learning process. In this article, the authors outlined key themes and patterns identified across studies based on Cho and Egan’s (2009) systematic literature review of action learning research. The article includes two major sections: (a) current state of action learning focusing on the issue of balance and (b) future directions in action learning research in line with research methods and theoretical frameworks. Addressing the need for balance between action and learning through a discussion of the current state and the quality of action learning research provides an informative picture regarding the manner in which action learning is being framed by scholars and in practice.

A Scientifically Experimental Approach to the Simulation of Designer Activity in the Conceptual Designing of Software Intensive Systems

“…With any newly solved task, any designer evolves their own experience, further enhancing the current state of the common accessible experience. Such a process is similar to experiential learning [6] under the conditions of designing a specific SIS. The most important aspect in experiential learning is the fact that the learner (in our case, the designer) should actively participate in purposeful actions and reflect them when using the accessible experience.…”

“…At any time, any QA-program from the database can be uploaded to the editor. Any QA-program in any of its states can be uploaded (6) to the interpreter for execution. Any executed operator of a QA-program is visualized in the special area (7) of the interpreter, and at any time, the designer can declare a new synonym for the chosen keyword (8) or variable.…”

Using collaborative action learning projects to increase the impact of management development

“…Balanced action learning within the context of management development is argued to be a powerful engine for human resource development (HRD) (Reynolds & Vince, 2004; Vince, 2004; Willmott, 1994). Cho and Egan (2010) claimed that action without learning is unlikely to provide fruitful longer term results, and learning without action does not facilitate change in the organization. Although Revans' work on action learning emphasized the more social aspects of learning and action, the conceptual focus of later studies has been increasingly upon the individual and has not adequately explored how the socially situated nature of learning and action within the organization will affect its organizational impact.…”

“…Another area of agreement seems to be the need to balance action and learning, both conceptually and in practice, in order to unleash the potential for problem solving. Action without learning is unlikely to return long‐term results, and learning without action does not facilitate real change (Cho & Egan, 2010).…”

“…In a review of action learning research, Cho and Egan (2010) pointed out that although action learning is frequently considered a strategy for organizational change, it appears most often in a manner directed towards individual learning and personal development. The balance between action and learning was addressed by categorizing the selected research as follows: action‐oriented (three studies), learning‐oriented (24), balanced (20) and other (three).…”