Action Learning Cycle Research Articles

How action learning broke down silos, built referent power, and created sustainable capability building

This paper presents a case study of how technology support moved from being a just in time (JIT) help service to developing capability and capacity building through a process of building digital self-efficacy (DSE). By active membership of the UNSW Online Learning and Innovation Community of Practice (OLI CoP) a process of action learning cycles was undertaken in partnership to focus on pedagogy ahead of technology. By doing so, a scalable change process was initiated that brings the coalition of the willing into being core university influencers. As a result, the academics see technology become embedded into their pedagogical practice rather than a tool alone. This case provides insights from the key learnings which have, in turn, enabled a new model of technology support delivery. This model has also provided career growth opportunities for both academics and the educational technology services (ETS) team, while also supporting student learning.

Promoting the Well-Being of Supervisors for Sustainable Early Childhood Development in an Informal Settlement

Early childhood development (ECD) centres are strategically positioned to create quality early learning opportunities that prepare children for adulthood, providing the necessary holistic sustainable learning. However, many ECD facilities in the informal settlements in South Africa function under a variety of psychosocial and contextual challenges that impact directly on the well-being of supervisors and practitioners. This study explored the need to enable, and the ways to relationally promote, the well-being of supervisors. Underpinned by posthumanism, and consistent with participatory action learning and action research cycles, we recognised that the challenges facing humanity today require new understandings and responsive solutions, which include engagements and contributions with and by nonhuman relationalities for sustainable early childhood learning. In this paper, we argue that focus on the promotion of the well-being of ECD supervisors in informal settlements is crucial. Data generation was conducted with an action team of six participants, that is, three ECD supervisors and three researchers utilising reflective drawings and group meetings that provided opportunities for action and reflection. A critical thematic analysis of data concluded that innovative collaborative ways to solve own problems in own contexts utilising responsive solutions promotes social change. An adaption to the decentralisation of supervisors' power using interdisciplinary interventions makes communities feel responsible, valued, and accountable for the ECD centres-thus, relational interconnections are improved at human and nonhuman levels. This study has the potential to contribute to the well-being of supervisors, which may filter down to improved well-being for teachers and learners, resulting in sustainable ECD in informal settlements.

Peningkatkan Keterampilan Menulis Teks Carita Pondok Naratif dalam Pembelajaran Bahasa Sunda dengan Pendekatan Contekstual Teaching and Learning (CTL) di Kelas X SMK Pelita Alam Kota Bekasi

The results of the study evaluation for class X students in semester 2 of SMK Pelita alam in 2021 or the 2020/2021 academic year show that students' ability to write narrative "carita pondok" is not satisfactory. For this reason, one of the efforts to optimize or improve the ability to write "carita pondok" for class X students of SMK Pelita Alam is to use the Contextual Teaching and Learning (CTL) method.This research was carried out using the Class Action Research design, the subjects of this study were students in class X even semester at Pelita Alam Vocational School in the 2020/2021 academic year with a total of 26 students on the subject matter of study materials for the Sundanese language subject. In this study, writing skills "carita pondok" narrative with a time allocation 4 times 45 minutes.This study was designed for 2 cycles (cycle 1 and cycle 2). each cycle consists of 4 stages of activity, namely planning the implementation of observation and reflection evaluation of action. The data collection instrument used was 1 observation sheet 2 assessment sheets of writing skills "carita pondok" narratives and learning outcomes.This research was carried out by researchers as teachers of Sundanese language subjects and assisted by an observer accompanying colleagues. data analysis was carried out through three stages, namely data reduction, data exposure, and conclusion.The results showed that the application of Sundanese language learning strategies with the Contextual Teaching and Learning (CTL) approach could improve students' learning process skills in a better direction with a score of 80 compared to before the action was 70Judging from the ability to write narrative "carita pondok" Based on the results of the ability test to write pondok stories in Sundanese language learning by comparing the scores achieved before the pre-action and after the action learning cycles 1 and 2 were carried out, it showed that there was an increase in a better direction than before i.e. 19%

Troop camouflage detection based on deep action learning

<p><span lang="EN-US">Detecting troop camouflage on the battlefield is crucial to beat or decide in critical situations to survive. This paper proposed a hybrid model based on deep action learning for camouflage recognition and detection. To involve deep action learning in this proposed system, deep learning based on you only look once (YOLOv3) with SquezeeNet and the fourth steps on action learning were engaged. Following the successful formulation of the learning cycle, an instrument examines the environment and performance in action learning with qualitative weightings; specific target detection experiments with view angle, target localization, and the firing point procedure were performed. For each deep action learning cycle, the complete process is divided into planning, acting, observing, and reflecting. If the results do not meet the minimal passing grade after the first cycle, the cycle will be repeated until the system succeeds in the firing point. Furthermore, this study found that deep action learning could enhance intelligence over earlier camouflage detection methods, while maintaining acceptable error rates. As a result, deep action learning could be used in armament systems if the environment is properly identified.</span></p>

Building Trust Through Action Learning in An Uncertain Transorganizational Context

This research explored how action learning contributed to the development of trust in a temporary transorganizational system during the beginning of the COVID-19 pandemic. In a world fragmented by digitalization, social upheaval, ethnocentric development policies, and global pandemics, trust among people, companies, and governments has eroded. The interdependencies within our society demand collaborative efforts that must not only address the challenges of fragmentation that makes task achievement difficult, but the uncertainty that comes with a lack of trust. This was the challenge for two universities on different continents and their stakeholders: to create a cross-cultural, temporary transorganizational (TS) system at the beginning of the COVID-19 pandemic and deliver on the educational objectives of a master’s-level Organization Development (OD) practicum. The cyclical rhythms of action learning and trust building before and during the practicum contributed to its outcomes of collective knowledge creation and high performance in an uncertain time. Using theories of trust formation and action learning, the authors identified how action learning and trust cycles worked together in a TS system to foster collaboration.

Agricultural Biodiversity and Coastal Food Systems: A Socio-ecological and Trans-ecosystem Case Study in Aurora Province, Philippines

This paper presents a ridge-to-reef case study on Philippine biodiversity conservation that focused on reducing agricultural chemicals as a contribution to development goals of optimized food security, improving water quality, and mitigating maternal malnutrition. Building upon an earlier study that engaged participants and jurisdictions, farmers were oriented on biodiversity considerations and engaged in ecologically-based rodent management that was extended across the province of Aurora through the Office of the Provincial Agriculturist. Subsequently, a Participatory Action Research and Learning (PARL) cycle was conducted among 14 farmer participants to support biodiversity-friendly agriculture. Developed with local farmers, a biodiversity assessment demonstrated that organic approaches in rice farms increased arthropod biodiversity and reduced the number of key insect pests. The organizational results from this biodiversity study further indicated that local government participation can promote positive change by helping overcome the disconnect between communities and sustainability research. The approach to biodiversity-friendly agriculture reached a milestone through the collaborative development of an agricultural protected area supported by drafting a municipal ordinance to encourage the continued expansion of biodiversity-friendly agriculture and reductions in the chemical load of a key Aurora watershed. This paper discusses the biodiversity analysis and organizational results within the context of trans-ecosystem knowledge management and the goal of improving chronic maternal malnutrition that has been identified in coastal settlements of Aurora.

Collective reflections on the first cycle of a collaborative learning platform to strengthen rural primary healthcare in Mpumalanga, South Africa

BackgroundFrontline managers and health service providers are constrained in many contexts from responding to community priorities due to organizational cultures focused on centrally defined outputs and targets. This paper presents an evaluation of the Verbal Autopsy with Participatory Action Research (VAPAR) programme—a collaborative learning platform embedded in the local health system in Mpumalanga, South Africa—for strengthening of rural primary healthcare (PHC) systems. The programme aims to address exclusion from access to health services by generating and acting on research evidence of practical, local relevance.MethodsDrawing on existing links in the provincial and national health systems and applying rapid, participatory evaluation techniques, we evaluated the first action-learning cycle of the VAPAR programme (2017–19). We collected data in three phases: (1) 10 individual interviews with programme stakeholders, including from government departments and parastatals, nongovernmental organizations and local communities; (2) an evaluative/exploratory workshop with provincial and district Department of Health managers; and (3) feedback and discussion of findings during an interactive workshop with national child health experts.ResultsIndividual programme stakeholders described early outcomes relating to effective research and stakeholder engagement, and organization and delivery of services, with potential further contributions to the establishment of an evidence base for local policy and planning, and improved health outcomes. These outcomes were verified with provincial managers. Provincial and national stakeholders identified the potential for VAPAR to support engagement between communities and health authorities for collective planning and implementation of services. Provincial stakeholders proposed that this could be achieved through a two-way integration, with VAPAR stakeholders participating in routine health planning and review activities and frontline health officials being involved in the VAPAR process. Findings were collated into a revised theory of change.ConclusionsThe VAPAR learning platform was regarded as a feasible, acceptable and relevant approach to facilitate cooperative learning and community participation in health systems. The evaluation provides support for a collaborative learning platform within routine health system processes and contributes to the limited evaluative evidence base on embedded health systems research.

The development of a consensus-based spiritual care education standard for undergraduate nursing and midwifery students: An educational mixed methods study.

The aim of this study was to develop a consensus-based Spiritual Care Education Standard for undergraduate N/M students to use in undergraduate programmes. Mixed methods were used consisting of qualitative and quantitative methods based on the principles of Delphi research. The sample consisted of a total of 58 (N=58) participants from 21 European countries. Data collection was conducted from June 2017 - February 2019 and took place in facilitated iterative action learning cycles and online surveys. Data were analysed by descriptive statistics and qualitative analysis. Consensus was stated by>90% agreement. The process resulted in an EPICC Spiritual Care Education Standard consisting of the following four spiritual care competences: Intrapersonal spirituality, Interpersonal spirituality, Spiritual care: assessment and planning, Spiritual care: intervention and evaluation. For every competence, learning outcomes were described in knowledge, skills and attitudes. This Standard guides N/M spiritual care education, student assessment and research. It can be the starting point for discussing spiritual care competences in other healthcare professions. Follow-up research should focus on implementation of the standard and on assessment of students' spiritual competence. The Standard guides curriculum and programme development. The Standard guides students in performing their learning process. The Standard provides a frame of reference for policy making and follow-up research.

Deep Down in Our Hearts: A Spirituality of Disability that Enables Social Belonging for Economic and Political Inclusion of Women with Disabilities

An understanding of disability inclusive development in a country in transition is necessary if women are to access opportunities for social, economic and political development. This article explores a spirituality of disability as a participatory strategy for equalizing opportunities for women with disability's development. Qualitative research was utilized for a participatory action research study with women with disabilities over a two year period, which consisted of four phases. The collaborative study took place in informal settlements in the peri-urban outskirts of a Metropole in Western Cape Province of South Africa with a primary health care NGO and the Disabled WOmen’s Development Programme of Disabled People South Africa. Convenience sampling was used by the community rehabilitation workers to identify women for phase one of the study. A total of 180 women with disabilities participated in subsequent phases through snowballing. A theme that emerged from the action learning cycles of women was a spirituality of disability, as a two-fold process of healing that lead to a renewed sense of agency and social belonging. Participation also restored hope, which enabled women to discover new choices for economic and political inclusion. A spirituality of disability was found to be integral in addressing the inequities in social, economic and political development that women with disability experienced. The implications for rehabilitation practice and community-based inclusive development are demonstrated in the values of interdependence and reciprocal relationships. An awareness of a spirituality of disability may enable connections between the women, services providers and disabled peoples’ organizations to remove environmental barriers to participation at an individual, family and community level.

An anger management programme as an action learning set

ABSTRACTReports of anger and aggression within the general population of the UK have been on the increase since the 2008 financial crisis. Traditional anger management programmes utilise Cognitive Behavioural and Mindfulness theory within a psychoeducational setting to help angry participants adapt and change their behaviours. These approaches have a mixed success rate and have led researchers to call for anger management programmes to adopt different methodologies. This account of practice describes a different anger management programme which incorporates the action learning cycle within its weekly structure. Utilising thematic analysis, the author reflects upon the way in which participants responded to this new approach and considers the promise and limitations of using action learning within future anger management programmes.

Improving teamworking competence through action learning. Experiences in operations management education

ABSTRACTTeamworking competence is essential in many operations management environments and can be developed through formal education and practice-based experiences. The main objective of this paper is to describe and to reflect on how to facilitate students in their development in teamworking competence through action learning in Operations Management education. The research design is built around action learning research undertaken by faculty members enquiring into student action learning cycles. What emerges is an understanding of a contingent connection between the classic Tuckman teamworking stages and educator interventions where the nature and timing of the interventions differ as the team evolves.These new practice-based insights illustrate the co-development of students’ teamworking competence and educators’ capability to facilitate learning in action about teamworking. They can be used as a guide for educators and practitioners involved in the development of teamworking competence to design and implement an action learning-based educational initiative.

Here comes the water: Risk assessments, observation and knowledge of Ompundja village.

Floods in Namibia are more pronounced than drought or any other natural disaster. Ompundja village in northern central Namibia has experienced severe flooding over the last decade since the village is a catchment area of water from two distinct sources, that is, the Cuvelai system and the Efundja. Data were collected from households based on an action learning cycle. The cycle starts from context, observation, knowledge and action. A questionnaire based on 14 indicators of the action learning cycle was used to collect the needed information. Answers were recorded on a scale of 1–5, with 1 = not at all and 5 = comprehensively. In terms of the scoring, results indicate that disasters are a common phenomenon in this area. The main contributing factor is not so much of high levels of rainfall but water from the flooding basin. The flooding basin in this regard is mostly the catchment area of water from the two distinct sources, that is, Cuvelai system and the Efundja. In addition, the village also gets flooded because of the poor strategic planning and the lack of resources that would enhance fundamental changes in the livelihood of the local community. For the community to tackle disaster issues, their average score was 3.325. In terms of observation, they scored 3.667. For their involvement in risk assessments, for knowledge (traditional) and for disaster management, the score was 3.25. The same score (3.25) was observed for action and disaster mitigation as well. Based on the findings of this study, it can be concluded that communities struggle to deal with floods whenever they occur. They experience difficulties in obtaining resources as in most cases disaster is mostly viewed as a top-down approach. Communities cannot make their own decisions and in most cases traditional knowledge is discarded. Thus, it is recommended that traditional knowledge should be explored extensively in order for the community to become self-reliant.

How Are Continuous Quality Improvement (CQI) Approaches Used in Evaluating Management Development Programs? a literature review

Aim: The aim of the review was to examine the characteristics of studies that use CQI approaches to evaluate management development programs; and to synthesise the findings to understand how CQI approaches are being used to evaluate the effectiveness of management development programs. 
 Method: A scoping review of the literature was conducted in a manner consistent with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. The matches were screened by title and abstract using the inclusion criteria, leading to a full paper review of 48 papers. Of these, the 14 papers found to meet the inclusion criteria for the scoping review were independently reviewed and analysed by two of the authors.
 Findings: The review revealed the ways in which CQI approaches were used in evaluating management development programs highlighting the role of context, pre-determined competencies and participatory CQI approaches. Participatory CQI approaches including on-the-job application of learning provided opportunities for participants to learn through CQI activities associated with action learning and CQI feedback cycles.
 Conclusions: The authors concluded that evaluations using participatory CQI approaches are better positioned to report more comprehensively on the benefits of management development programs when they include the competencies required to be successful in the context within which the manager is working. Future directions for research in this area include an examination of the microsystem context to determine whether the required management competencies associated with remoteness differ from other contexts.

ASB Staff Development Program Framework - Activating Sustainable Endeavour (Draft for Discussion)

The overarching aim of the strategy is to build a self-sustainable framework of support and development of academic staff ensuring that is aligned with faculty strategic priorities. That is one which looks first at the financial and organizational performance measures that are most critical to our business. Leadership is called for from senior management. However, the top down approach alone is unlikely to be sufficiently engaging in an academic environment where critical thinking is a core competence. Therefore, to achieve this aim of developing a sustainable and action-oriented community of practice, an Action Research method is suggested. Such methods incorporating a peer review, mentoring and peer coaching approach provide the means to build a supportive, collegial environment of scholarly inquiry that extends shared interests within a discipline or program around key strategic agendas of the faculty. A portfolio based approach to recording and transmitting a legacy of learning from such action research clusters engaged in professional development is proposed and a sample of such a portfolio is given in appendix 5. The comprehensive staff development program proposed below has three parallel threads. One thread concerns ways of tackling the ASB strategic priorities such as mapping curricula, embedding graduate attributes and meeting requirements of alignment with key UNSW goals. The second thread is the intervention methodology employed to ensure discipline-focus, support and sustainability. The third thread relates to the recurrent, core staff development activities that must be initiated each session which are run in parallel with, but distinct from, those in the first thread. That is recurrent activities such as induction of new staff, writing course outlines, preparation for assessment and any other activities required by schools or individuals The document is also in three main parts. The first section outlines the current strategic Learning and Teaching priorities in the faculty. Section 2 addresses the suggested implementation process. The third section discusses parallel development activities such as mentoring and coaching. The appendices give details of a potential portfolio of courses for each of the two streams, possible future staff development offerings (subject to demand), a suggested format for a Personal Development Portfolio for staff, Current faculty Cross–skilling initiative, and details of the Action research and learning cycle.

UPAYA MENINGKATKAN HASIL BELAJAR SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN TEMATIK PADA PELAJARAN IPA, BAHASA INDONESIA, MATEMATIKA DAN SBK KELAS II SEKOLAH DASAR

Conducted thematic learning in primary schools, especially low grade since the passing of the SBC in 2006, there are still many obstacles in the field and not in accordance with the provisions of Permendiknas Content Standards No.22 of 2006 and it therefore requires an effort of applying thematic learning in accordance with Standards The content and improve the quality of learning. In this research theme selected based on the needs of learning and research interests are focused primarily on assessing learning science, Indonesian, mathematics, and SBK through thematic learning. The purpose of this study was to determine the general process of learning science, Indonesian, mathematics, and SBK through thematic learning model, particularly with regard to the learning outcomes and student activity. This study uses a class action consisting of 2 cycles of action. The research found that students' understanding before action learning cycle I showed low criteria with the average achieved 47.96 and the second cycle showed normal criteria with average achieved 55.11. After the act of learning, comprehension of students has increased that the first cycle the average value of students with the acquisition of 66.11 indicates that students 'understanding of normal, while in the second cycle students' understanding increased with the acquisition of 71.48. Thus, the application of thematic learning model can be more effectively used to improve learning outcomes and student activity grade II compared to non-thematic learning.

COLLABORATIVE PHILIPPINE-CANADIAN ACTION CYCLES FOR STRATEGIC INTERNATIONAL COASTAL ECOHEALTH

Canadian-Philippine linkages on multi-year coastal Action Research and learning cycles are detailed within established participatory development strategies. Philippine sustainable development is further considered as a function of inter-jurisdictional considerations, and reflexive role shifts for academe. An organizational process is outlined to enhance partnerships and communication between the public and Philippine authorities. Public participation evaluation is suggested through a community-based consideration of goal attainment, social process and ecological assessment. Positive change is demonstrated for a related Action Research cycle in one of six marine bioregions. Action Research is further considered as a career strategy for sustainable development and global equity goals.

Just do it: Action Learning as a Catalyst for Reflective Practice on an Mba Programme

This paper examines the experience and outcomes associated with an applied Change Management Module, completed as part of an executive MBA programme, built on the principles of critical thinking and reflective practice, with a distinct action learning approach to curriculum delivery and assignment completion. The action learning ethos seeks to facilitate executive skill development based on the integration of knowledge gained from experience and that gained from scholarship, and underlined by critical reflection among students engaged in the action learning cycle applied through a year-long project applied in the student/executive's work environment. Each programme participant is either a senior executive or business owner, tasked with completing a change project in his or her own organisation. The programme ethos is to help these students to improve their professional and business performance through a premeditated intervention, designed and implemented under the tutelage of a research tutor, supported by a tutor panel, and the programme management team. Findings suggest deeper more thoughtful engagement in the research process when of immediate value to the participant's workplace.

Weaving a Stronger Fabric for Improved Outcomes

PurposeTo explain how training and education events (TEEs) can be designed to increase the likelihood of achieving behavioural objectives.ApproachThe approach combined both a quantitative review of evaluation surveys undertaken at the time of the TEE, and qualitative telephone interviews with selected attendees (20–25% of the total population of trainees) a year or more after they attended the TEE.FindingsThe regional natural resource management organisation, is a ‘fabric’ composed of warp and weft threads. The warp threads are constant and represented by on-going programmes, and the weft threads, run across the warp threads, with the two acting in concert to keep the organisation (fabric) strong. The four weft threads that interweave across the programmes are: the contract specifications (obligations of trainer and CMA staff), the Training and Events Database (TED), the trainer, and the Community Support Officer (CSO).Practical ImplicationsThe ‘observe-reflect-plan–act’ action learning cycle provides the framework to define the roles, responsibilities and functions of the four weft threads in the Training and Education Programme (TEP). The CMA should influence and invest in the weft threads as well as take time to reflect on past TEEs and thereby improve their ability to contribute to community capacity-building outcomes.Originality/valueThe evaluation of training and education events a year after their delivery provides a unique opportunity to reflect on whether there have been lasting impacts on landholder behaviour from participation in the TEE.

Use of computer simulation models to encourage farmers to adopt best rodent management practices in lowland irrigated rice systems in An Giang Province, the Mekong Delta, Vietnam

Rice field rats are an important pre-harvest pest of lowland irrigated rice farming systems in Vietnam. Farmers often apply traditional control measures too late for economic benefits to be achieved, due to the progressive inability of rice plants to compensate for damage. The use of computer simulation modelling was examined as a potential alternative approach to the management of rodents in lowland rice crop ecosystems. It was projected that 16 farmers who are involved in action learning cycles using crop simulation models to look at the relationship between timing and effectiveness of different control methods, would change their behaviour about rodent management, so that management is preventative rather than reactionary to pest damage. The study was conducted in three villages (2 treatment villages and 1 reference village) during the autumn-winter cropping season (July-November) in 2009, in An Giang Province in the Mekong Delta of Vietnam. Effects of alternative rodent management practices were explored using APSIM modelling in a farmer participatory approach. The changes in rodent control practices of farmers before and after the involvement in the APSIM modelling approach are also discussed. The study showed that APSIM modelling adequately simulated actual yields at different rodent damage intensities, for the different growth stages of the rice crop. Pre-season yield predictions in response to rat management were the same for farmers' actual rice yields at the treatment and reference sites. The use of the modelling was an integral component of the learning cycle for farmers and extension workers in achieving a clear understanding of the rationale for changing their traditional rodent control strategies. Farmers subsequently changed the timing of rodent management to the tillering stage of crop development instead of later in crop growth after most damage has been done. It is believed that the model has the potential for application in other provinces of Vietnam with similar rice farming systems to those in the Mekong Delta.

Innovative Learning/Learning Innovation: Using Action Learning Projects to Develop Students' Industry Mindset

Traditional approaches to teaching in higher education typically fail to prepare students with many of the skills they need to become the knowledge workers employers expect them to be as graduates. Furthermore, successful students expect that the strategies they cultivated during their academic career will transfer to their professional career, only to be disappointed and frustrated when the traditional modes of student learning fail to bring them comparable levels of success. It is the position of this article that those teaching in higher education have an obligation to assist students in developing their knowledge, skills, and abilities, while also cultivating appropriate mindsets that will allow them to discover new approaches to enduring organizational challenges and develop novel solutions to tomorrow's problems. Action learning projects, where students work collaboratively to address a client's real-world organizational challenge through their concurrent learning and application of course content, offer one strategy particularly well suited to help educators fulfill this educational goal. After a brief history of action learning, the six elements of the Marquardt Model are discussed, in terms of both their critical features and the ways in which they support learning innovation. The next section describes the use of action learning cycles as the process by which students engage in the project and develop learning strategies accomplish the client's goal. The final section of the paper describes common constraints that students and instructors engaged in action learning projects encounter.