Management Action Learning Research Articles

The importance of high facilitation when implementing end of life care tools in care homes

BackgroundCare homes are increasingly places where older people live and die. The end of life care programme promotes the use of end of life care tools in care homes; however,...

Action Learning for Managers

Action Learning for Managers

Action learning for managers - By Mike Pedler

British Journal of Educational TechnologyVolume 40, Issue 5 p. 970-970 Action learning for managers – By Mike Pedler First published: 12 August 2009 https://doi.org/10.1111/j.1467-8535.2009.01009_11.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume40, Issue5September 2009Pages 970-970 RelatedInformation

Action Learning for Managers (second edition)

Action Learning for Managers (second edition)

Action Learning for Managers

Action Learning for Managers

Auto Action Learning: a tool for policy change: Building capacity across the developing regional system to improve health in the North East of England

Health policy traditionally has tended to focus on health care policy. The World Health Organisation Investment for Health approach aims to influence policy development by locating health as both the outcome of, and an asset for, sustainable economic and social development. The policy context in England offers a range of drivers and opportunities to operationalise the Investment for Health approach through action to improve health and reduce inequalities, nationally and as importantly at a regional and local level. This paper traces developments in the North East of England April 2002–November 2002, from the perspective of an advocate for developing a systemic and systematic approach using an Investment for Health approach. The tool used to track change is based in action learning [M. Pedler, Action Learning for Managers, Lemos and Crane, London, 1996]. The Action Learning Problem Brief identifies why the goal is important, who to, how progress might be identified, difficulties and benefits. Generally, this acts as a starting point for problem solving within an Action Learning Set. This piece of work uses the framework for reflection and tracking, with input from a mentor, at four to eight weekly intervals, ‘Auto Action Learning’. The authors pull out key learning points from the process, using a framework ‘Towards a model for systematic learning from doing in the North East of England’.

Making learning critical: Identity, emotion, and power in processes of management development

In recent years, a substantial volume of broadly critical knowledge of management and organization has been established, but comparatively little attention has been given to the question of how the insights of such knowledge might be communicated or applied pedagogically. The temptation or danger, arguably, is for critical knowledge to be substituted for the content of “traditional management education,” with minimal regard for its contribution to processes of personal, social, and organizational development. The chief purpose of this paper is to put some flesh on the claim that critical theory can make an important contribution to the principles and practice of management education. After summarizing some key differences between “traditional management education” and action learning (concerning learning and personal experience), these differences are illustrated by reference to a case study, which in turn, provides a basis for highlighting the relevance of critical thinking for addressing problems and issues thrown up through action learning for managers.

Measuring the ROI from management action learning

Too few programmes of management development seek to evaluate their hard ROI for the enterprise. Describes how action learning’s focus on company‐specific issues makes this more feasible. Reports on a four‐year impact analysis from MBA programmes showing that employing organizations benefited greatly and that the individual managers also gained a host of soft benefits. The endemic problems of action learning are also identified but the contribution of the Set (fellow members of a small learning cell) again stands out as most vital.

Leading Courageous Managers On

In the light of impending changes that will affect the MCB publishing enterprise, explores the leadership strategies which the owners have pursued. These comprise: management action learning; systems development; mentoring and coaching, and structured change. Concludes with personal experiences of members of the management teams in different departments.

Action Learning for Managers – An Australian View

Action learning is an exciting concept that has spread around the world following pioneering work by Professor Reg Revans who introduced the process after the Second World War. It is an on‐the‐job learning programme that enables managers in groups from diverse organisational backgrounds to work together to solve real problems, that have not previously been solved, in host organisations. Wlth the aid of a facilitator, the process draws on thc knowledge, skill and experience of participants and relies on their further questioning of the situation to evolve actions that are observed and further reviewed. Through this combination of programmed knowledge and questioning, not only are solutions evolved but, more importantly, the managers learn in a most effective way about how to improve their management skills.