Understanding Action Learning

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AMACOM Div American Mgmt Assn, Jul 11, 2007 - Business & Economics - 176 pages
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As much as adult learners can absorb in a classroom, they learn and retain a lot more on the job. Action Learning, or AL, can be based on any of several different schools of thought, and there is much debate as to which is ideal. The authors advocate tailoring the best attributes of each approach to the specific purpose and the learning environment. Drawing on theory from Self-Directed Learning, Learning from Experience, and Transformative Learning, Understanding Action Learning enables the reader to make an informed decision about which approach or combination to use in his or her organization, and provides: * a theoretical model that explains the different approaches to AL, and a framework for identifying which approach to use * a focus on co-design in creating Action Learning programs * practical tools, assessments, and exercises * illuminating stories and case studies from the field Combining top-shelf research with real-world experience, Understanding Action Learning is a crucial resource for adult educators everywhere.
 

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Contents

Deciding if Action Learning Is Right for Your Organization
1
CoDesigning an Action Learning Program to Ensure Results
22
Implementation Strategies for Success
63
What Action Learning Coaches Do
99
Evaluating Action Learning
126
Pulling It All Together CoDesigning Action Learning for Your Organization
146
Theory Appendix
166
Endnotes
191
Bibliography
207
Index
217
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About the author (2007)

Judy O'Neil, Ed.D., M.A. (Warwick, RI) is on the adjunct faculty at Teachers College, Columbia University. Victoria J. Marsick, Ph.D. (New York, NY) is professor of education in the Adult Learning and Leadership program at Teachers College.

Judy O'Neil, Ed.D., M.A. (Warwick, RI) is on the adjunct faculty at Teachers College, Columbia University. Victoria J. Marsick, Ph.D. (New York, NY) is professor of education in the Adult Learning and Leadership program at Teachers College.

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