Transcending the role: personal transformation of action-learning facilitators

Rosetta Pillay

Action Learning: Research and Practice, 2022, vol. 19, issue 2, 130-145

Abstract: The many genres of action learning have contributed to solving business and social problems, individual development and organisational learning. Different authors have scrutinised the role of the action-learning facilitator in upholding the precepts of action learning. Whilst the responsibilities of the facilitator to the group are significant, this paper concentrates on the personal transformation of facilitators who have transitioned into the role in an application of business-driven action learning. Hence, this study explores how individuals who took on the role of action-learning facilitator experienced genuine personal development. This exploration, within a South African context, offers a perspective on facilitator growth, a subject which has not gained much traction in the action-learning literature. The findings offer insight into the internalisation of action-learning principles, critical shifts and heightened learnings for facilitators.

Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/14767333.2022.2058910 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:alresp:v:19:y:2022:i:2:p:130-145

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CALR20

DOI: 10.1080/14767333.2022.2058910

Access Statistics for this article

Action Learning: Research and Practice is currently edited by Kiran Trehan and Clare Rigg

More articles in Action Learning: Research and Practice from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().