How do facilitators most effectively support CAL?: an account of practice of a facilitator’s research project

Daniel Scott

Action Learning: Research and Practice, 2019, vol. 16, issue 3, 266-279

Abstract: While on my own journey of personal development in action learning facilitation, I conducted a research project in response to the question: How do facilitators most effectively support Critical Action Learning (CAL)? From selecting the topic and establishing the methodology, through to collecting data and analysing the results, this account shares what I learned throughout the process – as both a first-time researcher and a growing advocate of CAL in organisations. The results of the study were not what I expected. Although I had learned action learning facilitation should always be neutral and learner-led, the results raised significant questions for me around the potential use of more structured and directive approaches to better enable CAL to create real change in organisations.

Date: 2019
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DOI: 10.1080/14767333.2019.1655926

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