When action learning doesn't ‘take’: reflections on the DALEK programme

John Edmonstone

Action Learning: Research and Practice, 2009, vol. 7, issue 1, 89-97

Abstract: This article describes the use of ‘business-driven’ action learning in a healthcare setting. It reviews and reflects on an example where action learning does not ‘take’, identifying the likely causes of this. It also poses four questions -- whether action learning is counter-cultural in some organisations; whether the Organisation Development function is really developmental; whether the nature of the contracting process for external help adversely influences action learning; and whether the external consultant should challenge the brief.

Date: 2009
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Persistent link: https://EconPapers.repec.org/RePEc:taf:alresp:v:7:y:2009:i:1:p:89-97

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DOI: 10.1080/14767330903577034

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