 The impact of action learning: what difference are we making in the world?Arthur Turner and Pamela Heneberry Action Learning: Research and Practice, 2013, vol. 10, issue 1, 61-68 Abstract: Involvement in a number of action-learning programmes and associated development opportunities has led the Professional Development Centre Limited to question the relevance of a strict adherence to the ‘rules’ of action learning as described by Reg Revans. A deliberate focus of one such programme to a financial services organisation offered some insights into the challenges of introducing action learning into the field. Pressures on organisations of time and business expedients might make them believe that action learning is too slow a technique to offer real rewards. However, elements of the action-learning story do resonate in the workplace, key concepts that appear to ‘stick’ are listening, questioning and equality. The utilisation of these skills enhances leadership and organisational development and can still provide a useful set of actions to aim for. This is especially true in problem solving and the way in which respect and equality can re-create a different environment or development space. Date: 2013 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:alresp:v:10:y:2013:i:1:p:61-68 Ordering information: This journal article can be ordered from DOI: 10.1080/14767333.2012.759392 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 |
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