 Resistance in action learning: struggling with self-efficacy and the social Self -- and what about the set advisor?Ulrike Burger Action Learning: Research and Practice, 2013, vol. 10, issue 3, 264-275 Abstract: This account of practice explores the concept of resistance in action learning. Resistance is conceptualized as an attempt of self-protection that is manifested in action learners' struggles with their sense of self-efficacy and their social Self. These struggles are an inherent part of the action learning process and may elicit defensive undercurrents that constrain learning. I contribute to debates on criticality in action learning by recognizing the centrality of resistance as a source of learning for participants and set advisors. The intended contribution of this paper is to illuminate the importance of engaging with these limiting processes which can spark a powerful learning experience that reverberates long after the action learning programme has finished. Furthermore, I reflect on the opportunities this alternative view on resistance may provide for us as action learning facilitators and discuss how we may incorporate these reflections in our practice. 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:3:p:264-275 Ordering information: This journal article can be ordered from DOI: 10.1080/14767333.2013.840061 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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