Action Learning in Japan: challenging cultural values

Yayoi Hirose

Action Learning: Research and Practice, 2022, vol. 19, issue 2, 165-183

Abstract: This study aims to address how practitioners successfully implement action learning in organizations with different cultural values. To effectively adopt action learning, Japanese learners need to learn questioning skills, as they have been brought up in an atmosphere that negates questioning. Using Kolb’s learning model, this study aims to present the importance of paying attention to cultural values in participants’ learning environments. Based on 23 interviews with Japanese participants and facilitators, the study proposes that for learners to acquire business skills generated in different cultures, facilitators need to set rules and consultations to support learners in challenging their conventional cultural assumptions.

Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/14767333.2022.2047609 (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:19:y:2022:i:2:p:165-183

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

DOI: 10.1080/14767333.2022.2047609

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 ().