Advances In Developing Human Resources : Action Learning

Action learning can be a powerful tool for inspiring creative problem-solving and producing lasting change in individuals, teams and organizations. But for action learning to succeed, HRD professionals must understand the strengths and weaknesses of different approaches to action learning and how to facilitate each step of the process, from implementation to outcome. This volume compares the various schools of action learning, looks at different approaches to program design, and shows how to ensure effective learning outcomes at the individual, organizational and team levels.

As an area of human resource development practice, action learning rests on sound adult learning theory. Although it's popularity in training and development literature is relatively recent, action learning enjoys a long tradition of success built on effective practice. This book extends that tradition.

Part one of the book examines action learning theory and practice, with an eye towards helping practitioners choose an approach to action learning that is appropriate to their organization. Chapter one discusses the foundational concepts of action learning and differentiates between four distinct approaches, or schools, of action learning: the scientific school, the experiential school, the critical reflection school and the tacit school.

Chapter two extends this discussion by providing more specific detail around program design in the context of the four schools. Chapter three looks at the role of the learning coach. A number of specific issues surrounding this role are addressed, including the key competencies required by learning coaches, how the role differs from more traditional group facilitation, and choices around positioning learning coaches in the organization.

Part two of the book examines the outcomes of action learning applications, highlighting the implications for practice. Chapter four explores how learning transfers from action learning programs to the organizational context. Linking principles of learning transfer from the training literature to action learning program design, it provides examples from two organizations.

Chapter five provides an example of how action learning can be used for personal development and transformational learning. It provides a detailed example following a model closely aligned with the approach of Revans. This chapter shows the reader how this particular type of action learning program is experienced by participants. it also makes the point that transformational learning can be thought of as occurring through successive changes in meaning schemes, not just immediate changes in broader meaning perspectives.

In a sense, chapter six continues the discussion of learning transfer, focusing on action learning as a vehicle for facilitating transformational cultural change. It looks at cultural change from a social interaction perspective, and identifies components of cultural change.

Part three summarizes the lessons learned and provides additional theory and practices, and sources of information for practice. Linkages to the learning organization and suggestions for assessing the learning from AL programs are also provided. The Appendix provides an annotated list of the sources for additional resources on action learning.