Action Learning in Practice

Previous editions of Action Learning in Practice established this authoritative overview of action learning around the world. Over the last decade the move towards action-based organizational learning and development has accelerated, and action learning is now an established part of the education and development mainstream in large and small organizations. Fully revised and updated, this fourth edition covers the origins of action learning with Reg Revans' ideas, and looks at their development and application today. Action learning is self-directed learning through tackling business and work problems with the support of peers and colleagues. A professional and diverse workforce, attracted, influenced and developed in this way is more able to deal effectively with the growing complexity and pressures of working life. As the limits of conventional training and development become more obvious, leaders are increasingly attracted to action-based approaches to learning when seeking better outcomes and returns on investment.

Table of Contents:
Contents: Introduction; The state of the art, Mike Pedler; Part 1 Origins: Introduction to part 1; Action learning: its origins and nature, Reg Revans; The enterprise as a learning system, Reg Revans; The power of action learning, Bob Garratt; Minding our Ps and Qs, John Morris; Continuity in action learning, Jean Lawrence; David Casey on the role of the set adviser, David Casey; Digging deeper: foundations of Revans' gold standard of action learning, Verna J. Willis; Ad fontes – Reg Revans: some early sources of his personal growth and values, Yury Boshyk; Getting started: an action manual, David Pearce. Part 2 Varieties: Introduction to part 2; Self-managed action learning, Tom Bourner; Action reflection learning, Lennart Rohlin; Business-driven action learning today, Yury Boshyk; Virtual action learning, Mollie Goodman and Jean-Anne Stewart; Critical action learning, Kiran Trehan; The practice and politics of living enquiry, Judi Marshall; The varieties of action learning in practice: a rose by any other name, Judy O'Neil and Victoria J. Marsick. Part 3 Applications: Introduction to part 3; Leadership, Richard Thorpe; Developing facilitative leaders: action learning facilitator training as leadership development, Katie Venner; Action learning in SME development, Lisa Anderson, Jeff Gold and Allan Gibb; Addressing systemic issues in public services, Clare Rigg; Action learning for organization development in South Korea, Yonjoo Cho and Hyeon-Cheol Bong; Facilitation and the affective domain, Ian McGill and Anne Brockbank; Learning to be an action learning facilitator: three approaches, Christine Abbott and Tom Boydell; Action learning and organization development, John Edmonstone; Network learning in an Austrian hospital – revisited, Otmar Donnenberg; Action learning and social capital, Mike Pedler and Margaret Attwood; Action learning round the world, Michael J. Marquardt. Part 4 Questions: Introduction to part 4; Action learning: a pragmatic and moral philosophy, John Burgoyne; Practical knowing: the philosophy and methodology of action learning research, David Coghlan; The action modalities: action learning's good company, Joe Raelin; Action in action learning, Roland Yeo and Jeff Gold; Learning in action or learning inaction? Emotion and politics in action learning, Russ Vince; Reflective practice: origins and interpretations, Michael Reynolds; Adult learning theories and the practice of action learning, Deborah Waddill and Michael Marquardt; Evaluating action learning: a perspective informed by critical realism, network and complex adaptive systems theory, John Burgoyne; Index.