Action Learning in PracticeMike Pedler Action Learning (AL) and related management development methods are a growth area. This revised edition studies the theory, practice, and implementation of AL. Divided into sections, each part deals with AL from a different viewpoint; experienced practitioners present their views on the nature of AL, and eight case studies drawn from a variety of organizations around the world explore their experiences with the programme and the improvements in effectivenesss of their people and organization. Key aspects of designing and running an AL programme are explored, and ways of evaluating the AL approach are described. |
Contents
Introduction to Part I | 3 |
The Power of Action Learning | 15 |
Managing as Moral Art | 31 |
The Enterprise as a Learning System | 41 |
Minding our Ps and Qs | 49 |
What do We Mean by Action Learning? | 61 |
A Biography of Action Learning | 77 |
Applications | 91 |
The Role of the Set Adviser | 209 |
The shell of Your understanding | 221 |
The Learning Process | 229 |
More than just Process | 243 |
US Human Resource Professionals and Action | 257 |
Continuity in Action Learning | 269 |
Participating in Action Learning | 279 |
Evaluating Action Learning | 291 |
Industrial Restructuring in the Czech Republic | 107 |
An Incompany programme | 117 |
Action Learning at Digital Equipment | 129 |
Selfimprovement in Chinese Joint Venture | 139 |
Action Learning in an Academic Context | 145 |
Doctors as Managers | 173 |
Network Learning in an Austrian Hospital | 185 |
Questions of Practice | 195 |
Participants Voices | 293 |
More Than Just a Task Force | 329 |
Evaluating Action Learning | 347 |
The Action Learning decision process | 358 |
A Review of the Literature | 373 |
Sources of Further Information | 393 |
Common terms and phrases
academic achieve Action Learning group Action Learning process Action Learning programme Action Learning set activities Aldershot approach Ashridge assumptions become behaviour challenge chapter chief executives client colleagues concerned context course difficult discussion effective encouraged evaluation example experience facilitators feedback feel focus Gower ideas implementation important individual initial interventions involved issues knowledge learners Learning Company learning cycle learning organization learning styles management development management education Management Learning managerial Manchester Metropolitan University ment Moss Side Mumford opportunity organizational learning participants particularly Paul Frost Pedler practice process consultant production questions reflection Reg Revans responsibility role senior managers set adviser set meeting set members situation skills specific sponsor staff structure tackle talk task team members theory things top management trying understanding Unisys Wuxi
References to this book
Facilitating Reflective Learning In Higher Education Brockbank, Anne,McGill, Ian No preview available - 2007 |
Collaborative Inquiry in Practice: Action, Reflection, and Making Meaning John N. Bray Limited preview - 2000 |