A framework for the ethical practice of action learning

Craig Johnson

Action Learning: Research and Practice, 2010, vol. 7, issue 3, 267-283

Abstract: By tradition the action learning community has encouraged an eclectic view of practice. This involves a number of different permutations around a kernel of nebulous ideas. However, the disadvantages of such an open philosophy have never been considered. In particular consumer protection against inauthentic action learning experiences has been overlooked. This paper uses a systems approach to define six core principles of action learning. The framework can be used by participants to decide if they are on a genuine action learning programme. For facilitators it can be adapted or adopted to define the limits of their practice and consider the impact their intervention may have on the participants of their programmes.

Date: 2010
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://hdl.handle.net/10.1080/14767333.2010.518373 (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:7:y:2010:i:3:p:267-283

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

DOI: 10.1080/14767333.2010.518373

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 ().