Theory to Practice: Action Learning

Marquardt, Michael J.; Banks, Shannon

doi:10.1177/1523422310367878

Cited by 41 publications

(21 citation statements)

References 6 publications

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“…The sharing of experiences both informed and supported participants. Action learning sets provided the opportunity to participants to reflect in detail upon their own work experiences (Marquardt & Banks 2010) For many, action learning sets provided a valuable element of support; however, some reported this experience to be challenging. Being able to share one’s experiences and one’s vulnerability was something that a number of participants could not face in the group.…”

Section: Discussionmentioning

confidence: 99%

Clinical leadership for high-quality care: developing future ward leaders

Enterkin

Robb

McLaren

2012

Journal of Nursing Management

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Section: Discussionmentioning

confidence: 99%

Clinical leadership for high-quality care: developing future ward leaders

Enterkin

Robb

McLaren

2012

Journal of Nursing Management

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“…This article focuses on one type of experiential leadership development approach, action learning (AL) and problem-based learning (PBL), which has grown in popularity within the last few decades and is used in organizations and higher education programs around the world (Anderson & Coleman, 2015; Leonard & Lang, 2010; Marquardt & Banks, 2010; Waddill et al, 2010). According to Amagoh (2009), “Action learning is a vital component of most leadership development programs, and constitutes one of the core leadership development methods at best-practice organizations” (p. 996).…”

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confidence: 99%

An Integrative Framework for Problem-Based Learning and Action Learning

Scott

2017

Human Resource Development Review

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Experiential learning methods for leadership development have grown in popularity, but empirical research to support design, implementation, and ongoing evaluation has not kept pace with the demand for these programs. Problem-based learning (PBL) and action learning (AL) are two examples of these interventions used for developing agile practitioners while solving challenges found in the workplace. Addressing the complexity of these approaches, this article presents a framework that integrates PBL and AL design features to facilitate research into these similar interventions for management and leadership development. The PBL and AL literatures are compared to reveal analogous characteristics and to highlight gaps in research. The integrative framework is applied to make recommendations for human resource development practitioners conducting program evaluations.

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“…Through this self-reflexive enquiry of my practice of AL facilitation I have developed my own 'living theories' of AL facilitation with a specific focus on enabling AL members in managerial roles to solve complex problems. The study highlights that for participants to reflect on, capture and apply their learning, a facilitation role is required within the AL process to enabling participants to address their complex issues (Marquardt and Banks, 2010). Hence, the ability of the AL facilitator to enable participants to present their issues, listen, question, reflect and take action (Pelder and Abbott, 2013) as well as encourage and empower other AL members to engage in this social learning process can create a learning environment for solving problems.…”

Section: Discussionmentioning

confidence: 99%