Action Learning, Leadership and Organizational Development by Clare Rigg, Sue Richards PDF

By Clare Rigg, Sue Richards

ISBN-10: 0203966198

ISBN-13: 9780203966198

ISBN-10: 0415372704

ISBN-13: 9780415372701

Unprecedented funding is being made in management improvement around the public area: management classes are transforming into, and improvement is a center topic of organizational capability construction tasks. inside this, motion studying has attracted expanding curiosity as an procedure which may at the same time handle person and organizational improvement.

An amazing and scholarly assortment, this e-book collates very important examples and considers the proof for motion learning’s effectiveness. An vital learn for postgraduate scholars and researchers of human assets, education and improvement, this significant ebook attracts very important insights to elevate new questions in regards to the function of the facilitator, the price of a ‘bilingual’ skill with public provider concerns and facilitation, comparisons with training and mentoring, and implications for utilising motion studying in a politicized or hierarchical atmosphere and on a consultancy basis.

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Extra info for Action Learning, Leadership and Organizational Development in Public Services (Routledge Studies in Human Resource Development)

Example text

This form of learning involves use of mental associations where the learner actively relates incoming information to a previously acquired psychological frame of reference or schema. The mental associations are then reflected in overt behavior changes. Cognitivists see knowledge acquisition as an active process (Bruner, 1965) and believe that reflection and dialogue are critical in developing the learner (Schön, 1983). As Optimizing the power of action learning 37 action learning groups search for solutions, detect and correct strategies, and reflect on the learning experience, they fulfill the cognitivists’ expectations relative to the active internal processes critical to knowledge acquisition and skill development.

It had to be: • • • • of strategic importance to the bank; a potential source of significant organizational change; strategic – not tactical – in nature, to “stretch” participants; broad in scope, offering rich learning opportunities. Twenty participants were selected. Following a two-day introduction to action learning, the four groups met over a period of six to eight weeks on a part-time basis working on their problem. The final two days of the program included the presentation of actions taken, as well as capturing the learning that could be applied throughout Deutsche Bank.

A problem, project, or challenge Action learning is built around an urgent problem, project, or challenge, the resolution of which is of high importance to an individual, team, and/or organization. The problem should be significant, be within the responsibility of the team or individual to resolve, and provide opportunity for learning (Revans, 1982). As Revans (1980: 292) notes: Thus, the conundrums of action learning are to be problems, to excite the interest of the participants in what they cannot see rather than enhance their skill in elaborating what they can see already.

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Action Learning, Leadership and Organizational Development in Public Services (Routledge Studies in Human Resource Development) by Clare Rigg, Sue Richards


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