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1.
Sue Shuttleworth 《Action Learning: Research and Practice》2005,2(2):205-211
I passionately believe that reflective practice is an essential competency for the busy GP veterinary surgeon to develop throughout their career. Action learning sets would appear to offer a way of promoting this while at the same time helping the GP veterinary surgeon find a way forward with professional issues. In this article I reflect on my own action learning journey to date and how it relates to the ongoing development of an action learning set model that is inspired by the following personal reflections: reflective practice is an essential competency required by the professional so as to ‘get the most out’ of their career; action learning sets are an effective way for the busy professional to use their work-based learning to get on a developing lifelong ladder of postgraduate qualifications for the GP veterinary surgeon; action learning dialogue, inspired by personal and shared issues from within the consulting and operating room, provides effective and ongoing personal learning and professional development opportunities for the GP veterinary surgeon; action learning set membership promotes, encourages and facilitates the understanding by the individual of the importance of making time available on a regular basis to proactively develop their professional competencies throughout their career; issues are very similar within most veterinary practices and that being a member of an action learning set can help the individual to move their issue onwards towards a ‘win-win’ solution. 相似文献
2.
Nicola Wilson 《Action Learning: Research and Practice》2019,16(2):178-186
This account of practice shares insights from past and present members of a self-facilitating action learning set, where each of the members is an action learning facilitator. Motivations for joining the set encompassed the opportunity to ‘practice what you preach’ by being a set member as well as a facilitator, the potential to refine and develop facilitation practices in a safe environment and space for personal development. 相似文献
3.
Mark Chrystal 《Action Learning: Research and Practice》2019,16(1):62-67
This account of practice details how an action learning methodology was successfully implemented within a corporate business environment in order to aid its emergence from bankruptcy. The need to quickly develop and adopt new knowledge and business practices was critically important to the survival of the business. The business had been underperforming for several years and was in the process of emerging from bankruptcy. An action learning methodology was implemented to enable an accelerated process of organizational learning and business process transformation. Ultimately, action learning proved to be critically important for the adoption of the new approach to the business. The action learning process was responsible for tailoring the new approach to fit within the already established operating framework of the business. The new knowledge and processes that resulted from action learning were also central to an improvement in the performance of the business and a successful emergence from bankruptcy. 相似文献
4.
Mike Bloodworth 《Action Learning: Research and Practice》2014,11(3):352-360
During my first year of practice as a new action learning facilitator undertaking an ‘ILM Level 5 Certificate in Action Learning Facilitation’, an innovative Individual Service Fund pilot was launched by ‘Certitude’, the organisation for which I work. The aim of this pilot was to enable people with learning disabilities and mental health needs in London to have more choice and control over their support. By recognising the opportunity that this pilot provided, I was able to design, introduce and facilitate an action learning intervention to develop the confidence of leaders and managers involved in implementing the pilot's project plan and in turn explore my own emerging practice. This paper focuses on my journey from an opportunistic to expedient action learning facilitator; responsible for introducing, planning and establishing a new model of learning and development in Certitude. 相似文献
5.
This paper is about Ph.Ds, practitioner-centred research and action learning. The aim of this paper is to help develop a framework for those completing doctorates based on action learning. The paper explores relationships between the personal learning of action learning participants and the public knowledge associated with conventional research. It concludes that the new professional doctorates based on action learning offer a way of integrating evidence-based practice with practice-based evidence. 相似文献
6.
This paper reflects our commitments as teacher educators to develop the skills, knowledge and interests amongst ‘nearly qualified teachers’ to establish action learning as an integral part of their professional practice. We outline the development of an undergraduate unit that is endeavouring to achieve this at Edith Cowan University, Western Australia. Key principles and characteristics of action research and action learning are used as a framework for critical reflection on the unit. Attempting to provide learning experiences that adhere to these principles within the context of initial teacher education courses is identified as a challenging process. Planned developments in which we seek to enhance the extent to which teacher education can be seen to embrace and promote action research and action learning are discussed. 相似文献
7.
This account tells the story of the development of an action learning culture in the BBC between 2002 and 2007. From its early beginnings as a sporadic, unsystematic intervention with a small number of leaders scattered throughout the organisation, action learning has now become embedded in our approach to the way we develop our leaders. In this paper we look at the organisational context in which we were developing action learning, the way it became an integral part of a systemic change intervention, the barriers we had to overcome on the way, how we built an internal resource capability and how action learning evolved. We evaluate the impact it has had on the organisation and on our practice, exploring lessons learned during this time and offering ideas for the way ahead. 相似文献
8.
As the number of organizations implementing action learning increases, both successful and failed cases also increase in action learning practice in South Korea. Existing studies on action learning have listed key success factors of action learning at the program level or at the team level but have not paid sufficient attention to the program design process itself. The purpose of this study was to show how to develop a design model of action learning that incorporates a step-by-step decision-making process and that provides design principles necessary along the way. This design model will present the importance of contextualizing the action learning process by asking ‘highly required’ questions and help raise the level of successful implementation of action learning programs. 相似文献
9.
Chandana Sanyal 《Action Learning: Research and Practice》2019,16(2):159-165
This account of practice provides a practical example of the use of mindfulness practice within action learning which was a component of a bespoke UK Business School post-graduate leadership development programme commissioned by an English NHS Mental Health Trust aimed at improving the leadership capacity of mid-level managers through work-based learning. The article discusses background and context of the programme followed by how application of mindfulness exercises was integrated within the action learning process to encourage participants to be ‘in the moment’ as an added component of their leadership development. The aim of the paper is to share examples of practice applied within action learning. Finally, the paper asserts that the application of mindfulness exercises helped to enhance the action learning process by creating a calm, focused space for individual and collective reflections, enhancing the quality of engagement and enabling action learning members to take a more pragmatic approach to addressing the work issues raised within the action learning sets. 相似文献
10.
Sarah Nalborczyk 《Action Learning: Research and Practice》2012,9(1):51-61
This account examines the action learning process adopted by Emerald Group Publishing Ltd., embedded in the organization through the in-company Emerald Academy. In case study format, the paper emphasizes that in order to align learning with organizational objectives joined up thinking and practice is needed beyond the learning and development function, with ownership taken of the process at all levels. To date the Emerald action learning corporate academy process is in its sixth year. It builds upon a tradition of management development through action learning which goes back to the early days of the company. Organizations seeking to develop a similar process would need to consider organizational commitment and readiness. 相似文献
11.
The article presents an account of how action learning principles were implemented to alleviate complex problems in universities. It focuses on the registrars and administrators under the academic Registrar's department. The Marquardt model of action learning was used in combination with the constructivist theories of learning, namely community of practice, experiential learning, discovery learning, problem-based learning and situated learning. The importance of culture and knowledge sharing is also highlighted. The results indicate that action learning contributes to problem-solving. The community of practice creates a conducive environment for successful implementation of action learning, and different organizational cultures impact on the implementation of action learning. 相似文献
12.
N. J. Lee 《Action Learning: Research and Practice》2006,3(1):89-96
The overall aim of this paper is to give an account of action learning in practice. It demonstrates the potential strengths and weaknesses of action learning. The information given is derived from five years in an action learning set. Significant events from within and without the action learning set will be explored using the themes clarifying; attending; and disengaging. The subsequent impact of the action learning experience on my professional practice will also be discussed. 相似文献
13.
John Oliver 《Action Learning: Research and Practice》2008,5(1):79-83
This paper reflects on the failure of a recent action learning intervention with a UK television company. The aim of the project was to gain insight into the reasons why the viewing figures of their factual programming channels were in decline and to develop a new strategy enabled by the action learning methodology. Unfortunately, this intervention was not successful and resulted in the project being cancelled after only one set meeting. The purpose of this paper is to reflect on the reasons for this failure and to share my thoughts with others in the action learning community. The paper concludes that the reasons for this failed intervention were due to: my presence being considered by some set members as a threat to their credibility; a resistance to engage in the process of assumption breaking and reflective practice; and due to the perceived time it takes to apply the action learning methodology. 相似文献
14.
Ulrike Burger 《Action Learning: Research and Practice》2013,10(3):264-275
This account of practice explores the concept of resistance in action learning. Resistance is conceptualized as an attempt of self-protection that is manifested in action learners' struggles with their sense of self-efficacy and their social Self. These struggles are an inherent part of the action learning process and may elicit defensive undercurrents that constrain learning. I contribute to debates on criticality in action learning by recognizing the centrality of resistance as a source of learning for participants and set advisors. The intended contribution of this paper is to illuminate the importance of engaging with these limiting processes which can spark a powerful learning experience that reverberates long after the action learning programme has finished. Furthermore, I reflect on the opportunities this alternative view on resistance may provide for us as action learning facilitators and discuss how we may incorporate these reflections in our practice. 相似文献
15.
Action learning is based on the premise that action and learning are inextricably entwined and it is this potential, to enable action, which has contributed to the growth of action learning within education and management development programmes. However has this growth in action learning lead to an evolution or a dilution of Revan's classical Principles (RCP)? We illustrate, using examples from a case study organisation, how action learning enabled action but also how action learning supported some participants in avoiding conflict. We argue that key decision makers in the organisation are, often unacknowledged, part of the action learning process and that while the action learning sets enabled participants to practice questioning taken-for-granted-assumptions, this questioning needed to be extended and supported within wider communities. We also argue that critical theory can enhance action learning by enabling better questioning and we refocus attention on the need for ‘organizing insight’ (Vince, 2004). Finally we reemphasise the social aspect of critically reflective practice and in the spirit of engaging and extending the community of reflective practice we offer our reflections; opening a space for others to question and reflect extending further theory which illuminates the idea of action learning. 相似文献
16.
Sára Csillag 《Action Learning: Research and Practice》2013,10(2):124-147
Is it possible to manage human ‘resources’ in an ethical way? What does ‘being ethical’ mean as related to the human resources function? In my paper – which also reflects upon my own experiences of two co-operative inquiry projects done with human resource management (HRM) practitioners – I wish to argue that action research could be an exciting and novel way of exploring the meaning and practice of ethical HRM and also an appropriate tool with which to facilitate and develop individual and group ethical action learning: a learning process based on real action, collective real-case solutions and reflection. After introducing practical details pertaining to the two projects (in group ‘A’, I worked with members of the HRM department of a bank as co-researchers; for group ‘B’, I invited along HRM professionals from different companies), I need to stress some ‘learning points’. First, I would like to demonstrate how co-researchers explored their own definition of ethics, learned about the ethical diversity of their group and how they probed and re-shaped theories held via action and reflection. Second, I wish to show how collective ‘solutions’ of co-researchers’ own real-time and ethically dilemma-holding cases acted as a bridge between theory and practice – and then see how the process of case resolution developed by the group become an important individual- and group-level learning point. 相似文献
17.
Nina Katajavuori Sari Lindblom-Ylänne Jouni Hirvonen 《Research in Science Education》2005,35(2-3):323-345
Practical knowledge and skills are necessary components of expertise. Practical training in higher education has been shown
to foster students' learning and understanding of theoretical backgrounds. The attitude and skill of mentors play a central
role in enhancing the quality of students' practical learning. The aims of this study were to explore mentors' experiences
of the practice period and mentoring process, and to develop practical performances to improve the practice period that s
included in theoretical pharmaceutical studies in Finland. A total of 48 pharmacy mentors were interviewed during the practice
period of the pharmacy curriculum. The interviews were analysed using qualitative content analysis. The results showed that
the mentors considered the practice period an essential part of pharmacy studies, which fostered student learning and benefited
the community pharmacy. Mentoring activities, mentoring processes and assessment of students varied in the pharmacies. The
results showed that it is necessary to pay more attention to the aims and the content of the practice period. More cooperation
is needed between the University and pharmacies. There is also a clear need to pay attention to reflective action in order
to foster the quality of practical learning. 相似文献
18.
Lesley Wood Ina Louw Ortrun Zuber-Skerritt 《Action Learning: Research and Practice》2017,14(2):120-135
As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large. 相似文献
19.
This paper reports on a Curriculum Innovation Project to empower third-year Undergraduate Medical students to recognise learning opportunities in their clinical placements and to proactively use them to develop their understanding and practice. The project created action learning sets (ALS) in response to the challenges students face when trying to engage in work-based learning. In particular, how changes to clinical working patterns affect student learning, principally their participation within clinical teams. Learning sets were conducted in 2 teaching hospitals, involving 20- year, 3 medical students over a 10-week period. The students met for one and a half to two hours each week and between meetings engaged in agreed activities and reflections. The project was independently evaluated using student interviews triangulated with facilitators’ systematic reflections on the sessions and student written reflections. ALS were found to provide a valuable and atypical approach to support students through the transition from Academic to Clinical learning settings and lay the foundations for a lifelong learning practice. This included supporting students to ask effective questions, develop participation in practice, present and identify themselves as emergent professionals, reflect upon and manage critical incidents and engage in both self-directed and collaborative learning. 相似文献
20.
This article focuses on the use of portfolios for learning and professional development in Higher Education (HE). Recent research findings related to learning and assessment help to contextualize the study. The use of portfolios for summative assessment and development of teaching and reflective practice dominates the literature. What is lacking is research that provides insights into how a portfolio for learning can be used in HE to develop understanding into one’s own learning, assessment and professional practices. The action research findings related to portfolio use for learning purposes identified in the three case studies include: the importance of establishing the purpose of the portfolio; the impact of portfolio use on the approach to learning, to teaching and to professional development; the changes to professional practice brought about as a result of the learning; and the need to consider issues related to ethics and confidentiality. 相似文献