Innovation development – an action learning programme for medical scientists and engineers

There is increasing evidence that action learning is valuable in a higher education setting. This paper goes on to report a personal development programme, based on principles of critical action learning, where the aim is to equip early-career scientists and engineers working in a university setting with the knowledge, skills and confidence to approach the management of innovation. After learning about action learning and critical reflection, the participants, all postdoctorate researchers, completed innovation projects at work, meeting in action learning sets as they proceed. We explain a method of critical thinking before reporting results from an evaluation study based on interviews and focus groups. We consider examples of projects undertaken before considering challenges for students with this approach to learning. Challenges included scepticism about the usefulness of management literature, difficulties in finding ‘problems’ within the constraints of postdoctoral work, and the discomfort and intensiveness of action learning. However, through adaptation by the tutors with students, some significant results were achieved.     

Insider research as part of a master's programme: opportunities lost and found within action learning sets

This account explores the role of action learning during and after an educational programme. We focus on the final stage of a master's programme and the insider research that is a key feature in many UK universities. Researching within one's own organization should lead to individual and organizational learning. However, there is relatively little published on how, indeed if, this learning occurs. Our account contributes to this gap and in doing so draws attention to the ethical and political challenges which can arise when undertaking research within one's own organization. We present the tale of two sets, one during and one after an educational programme. In doing so, we highlight the tensions involved in integrating learning with problem-solving. We illustrate how learning which seemed initially to be lost was later found through action learning.     

Feeding a growing team: action learning as fertiliser

Here I describe an action learning programme I ran for a youth offending team, with 15 of the 19 team members, over a six month period. The programme emerged from running a development session for the team, which highlighted a need for more ownership of the work of the team by workers and for them to be involved in setting the direction of the team's work. Most members felt they had benefited from the programme, in pushing them into new roles and taking on more responsibility in the team. I believe that action learning acts as a powerful fertiliser on seeds of growth, providing a rich, multi-faceted and powerful ingredient for cultivation.     

Participating in a Collaborative Action Learning Set (CAL): beginning the journey

Action learning is being increasingly utilised as a strategy to underpin practitioner focused development and research projects in healthcare generally and nursing in particular. Whilst facilitators of and participants in action learning have a variety of resource materials to guide their practice and participation, there continue to be few systematic and/or evaluative accounts of the experience of participating in action learning for potential action learning participants to draw upon. This paper attempts to address this agenda. The paper presents an interpretive evaluation of the experience of nurses participating in action learning as the learning strategy underpinning a 3-year emancipatory practice development/practitioner research programme. In particular, the paper focuses on the experience of ‘joining a learning set’. This focus has been adopted as the theory of action learning emphasises the principle of ‘voluntariness’, but yet action learning is increasingly being pre-prescribed as a component of development and research programmes. Such was the case with the programme reported on in this paper. The paper describes an approach used to evaluate learning that was adopted in this programme and in particular the initial evaluation stage that focuses on participants' feelings about joining an action learning set. The data collection and analysis processes are described and the key themes arising from the analysis (‘self-preservation’ versus ‘development of self’) discussed. It is concluded that working with principles of enlightenment is essential to successful action learning and the transformation of workplace cultures.     

Action learning guided by Tao for lifelong learning

Information Technology brings about rapid changes in working environment, quickly rendering skills and knowledge gained in formal learning institutions obsolete. Even as they prepare students for their first career, institutions also need to equip students with skills necessary for lifelong learning. The Nanyang Technological University (NTU), Singapore has accordingly structured its curricula into Academic Studies and General Studies where the former focuses on core subjects (broad based knowledge-specific studies), and the latter on general knowledge (multi-disciplines catering to various interests for lifelong benefits). A 12-week course, ‘Introduction to Tao for Effective Action Learning’ which focuses on learning processes was developed and has been taught by the author, for undergraduates at NTU since July 2001. The course materials were derived from the author's Ph.D. thesis ‘The Tao of Action Learning’ (Sam, 2000). This paper explains the nature of the action learning programme at NTU and includes one account from participant students.     

Action Learning for Citizenship Education

The paper examines how the author has used what he calls action learning to encourage pupils to learn about citizenship in a secondary school. The paper argues that citizenship can be learnt by engaging young people in projects and other activities, which encourage them to develop an understanding of the responsibilities and skills needed to become citizens in society. The paper goes on to describe a small-scale research project which sought to assess the pupils' reactions to action learning. The young people's responses bring to life what they have learnt from their involvement in the action learning projects and how it has helped them to develop as citizens.     

Action learning – a process which supports organisational change initiatives

This paper reflects on how action learning sets (ALSs) were used to support organisational change initiatives. It sets the scene with contextualising the inclusion of change projects in a masters programme. Action learning is understood to be a dynamic process where a team meets regularly to help individual members address issues through a highly structured, facilitated team process of reflection and action. The key findings from the evaluation of the students and facilitators’ experiences are reflected on, together with plans for improving the experience for all stakeholders for the next academic year. In sharing this experience, the purpose of the paper is to highlight the most significant learning from the evaluation. Good preparation for action learning is vital to ensure a positive experience for all involved. From the student perspective, an appropriate learning set mix is needed to ensure a balance of support and challenge for the ALS. In addition to a preparatory workshop for action learning facilitators, regular meetings with the action learning facilitators in the form of ALSs could be scheduled as a support especially for those new to the process. Finally, it is hoped that this account will encourage readers to use action learning for supporting and engaging students in organisational change initiatives.     

Developing Timorese early years teachers’ pedagogy through an Australian mentoring programme

This paper explores the successful mentoring of Timor-Leste early years teachers by Australian teachers to expand their knowledge and practice of child-centred play-based pedagogy. The mentoring programme for the Timorese teachers occurred through an extended visit to a school in Victoria, Australia, for eight weeks to work with mentor teachers in their early years classrooms. Data were collected to explore the effectiveness of the programme through classroom observations and participant interviews. Observations were conducted in the classrooms of the mentees before the programme to provide context for the interviews and after the programme for indications of pedagogical change. The mentoring programme supported the Timorese teachers to reflect and review early years pedagogy. It led to changes in their teaching philosophy, design of learning activities and the inclusion of assessment practices. After two years the Timor-Leste teachers were using a child-centred play-based model of teaching and learning to guide the development, organisation and facilitation of learning activities at their kindergarten. The foundation of the mentor programme’s success was the trusted and equitable relationships between the teachers and the organisations involved. Understanding of cultural differences was acknowledged and supported the robust discussions and reflections that empowered teachers to take action.     

Evaluation of an action learning programme for leadership development of SME leaders in the UK

This paper presents the findings from an evaluation research project undertaken by Henley Management College in 2006. This project followed an earlier research study that focused on identifying the leadership development needs for leaders of small and medium sized-enterprises (SMEs) in the UK, developed a leadership development model and made recommendations for a leadership development programme. The principle challenges facing the SME organisations overwhelmingly concerned leading change in their organisation. Their personal challenges concerned implementing change initiatives, communicating these and motivating the people in their organisation. In consideration of the challenges identified, one of the key recommendations was to pilot an action learning programme and evaluate the effectiveness of action learning to develop leadership skills in SME leaders. Henley Management College then conducted a research project to evaluate the pilot programme. This pilot consisted of three learning sets, run in three geographical areas in the UK and facilitated using three very different styles. Following the pilot programme, there were several wider reviews by academics, advisors and representatives of relevant government boards. This has since resulted in a significant programme of action learning for SME leadership development being implemented. This paper provides an overview of the relevant literature and research methodology and then presents the evaluation results from the pilot programme. The dominant theme was that action learning does indeed deliver significant business benefits and provides a real opportunity for SME leaders to develop their leadership skills.     

Integration of the practice of mindfulness within action learning as an added component within a post graduate leadership programme: an account of practice

This account of practice provides a practical example of the use of mindfulness practice within action learning which was a component of a bespoke UK Business School post-graduate leadership development programme commissioned by an English NHS Mental Health Trust aimed at improving the leadership capacity of mid-level managers through work-based learning. The article discusses background and context of the programme followed by how application of mindfulness exercises was integrated within the action learning process to encourage participants to be ‘in the moment’ as an added component of their leadership development. The aim of the paper is to share examples of practice applied within action learning. Finally, the paper asserts that the application of mindfulness exercises helped to enhance the action learning process by creating a calm, focused space for individual and collective reflections, enhancing the quality of engagement and enabling action learning members to take a more pragmatic approach to addressing the work issues raised within the action learning sets.     

Exploring the challenges in scaling up the delivery of action learning facilitator training within a global organisation

Action learning is often used as an element of leadership development programmes. The intention is to support classroom learning with an experiential thread which runs throughout the life of the programme. Action Learning Associates (ALA) has been working with an international organisation for three years to deliver the global ‘First Line Manager Programme’ (FLMP). The action learning facilitator training (ALFT) programme is designed to enable participants to run action learning sets in their operational companies across the world. Originally created in English – the official business language – the ALFT is now also delivered in French. The focus of the paper is to explore learning, challenges and opportunities created by scaling up the delivery of ALFT to a global target audience of approximately 700 people. To date ALA has trained over 165 internal action learning facilitators from different countries, languages, cultures and professional backgrounds. The value to the participants of being skilled to run their own action learning sets, within the context of the FLMP, is explored along with the opportunities for organisational development and learning.     

Action learning in postgraduate executive management education: an account of practice

The merits of action learning as a change tool and enabler of deep learning are well recognised. However, there is a gap in the literature of participants’ stories regarding their experiences on accredited postgraduate executive programmes underpinned by an action learning philosophy. The following account of practice addresses this gap and recounts participant experiences, in their own words, combined with my insights into these learning experiences of a Master of Business Studies. While the programme is underpinned by an action learning philosophy, it does not discount programmed learning. However, programmed learning is not privileged over the executives’ own experiences and knowledge of their own problems; they are seen as the experts. Throughout the programme, the participants are members of an action learning set in which they address real problems in their own organisations, problems on which they can take action. This account examines the experiences, as told by the executive participants, and so provides rich and in-depth insights into their learning experiences. It provides an opportunity for educators to appreciate the depth and richness of learning and change which can occur as a consequence of adopting an action learning approach on such programmes. Furthermore, this account provides evidence of how action learning can contribute and be an enabler to the development of executives as reflective and critical practitioners able to better face an ever more complex and challenging world.     

Action learning: how learning transfers from entrepreneurs to small firms

This paper presents research with small- and medium-sized enterprise (SME) owners who have participated in a leadership development programme. The primary focus of this paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in ‘action’ in order to ‘learn’ and that under certain conditions they may transfer learning to their firm. This paper draws on data from 19 focus groups undertaken from 2010 to 2012, involving 51 participants in the LEAD Wales programme. It considers the literatures exploring learning transfer and develops a conceptual framework, outlining four areas of focus for entrepreneurial learning. Utilising thematic analysis, it describes and evaluates what (actual facts and information) and how (techniques, styles of learning) participants transfer and what actions they take to improve the business and develop their people. This paper illustrates the complex mechanisms involved in this process and concludes that action learning is a method of facilitating entrepreneurial learning which is able to help address some of the problems of engagement, relevance and value that have been highlighted previously. This paper concludes that the efficacy of an entrepreneurial learning intervention in SMEs may depend on the effectiveness of learning transfer.     

Blending Q and P: incorporating action learning in a Master's programme

This paper is based on the experience of incorporating action learning within a Master's degree programme over a period of 14 years. The MA in Leading Innovation and Change was launched in 1995. It was first developed, and subsequently delivered, by a small group of staff working collaboratively across organisational boundaries. It is currently provided by York St John University. The programme attracts, and has always attracted, mature managers and professionals who undertake their studies part time, gaining the qualification over a period of two years. Action learning has been a part of the programme from the outset, with action learning sets a part of every meeting, alongside more traditional ‘P’ elements, such as lectures, seminars and tutorials and other exercises and activities. Records of participant evaluations of the programme over its lifespan indicate that action learning has been a valued part of the process. The paper explores potential difficulties in incorporating action learning into a programme of this nature and suggests four factors that supported its successful incorporation: the culture of the programme, the stability of the participant and tutor group over time, the size and variety of the participant group and the availability of skilled and experienced action learning facilitators.     

The digital classroom

Conclusion Undoubtedly, our schools must prepare students to live and work in a computer literate society. And as we build our curriculum to equip our students for the world that awaits them, Internet access becomes an increasingly important part of the student’s learning experience. It is incumbent upon administrators, teachers, and parents to introduce students to the Internet in a productive and educationally sound fashion. And to monitor their learning and behavior, because the task at hand is to prepare the future citizens of the networked world. They will not be perfect right way; they will make mistakes. We truly need to know when they need more guidance, and more teaching. Filtering technology, used alone or in conjunction with firewall security, provides a simplified, reliable, and cost-effective mechanism for schools to protect the quality of their students’ Internet use     

Peer group learning in roche pharma development

Pharma Development has used action learning to help participants in their 360° feedback programme develop their leadership competencies. The article describes how the programme was designed, supported and run across four sites over a period of 2 years. The programme was systematically evaluated and found to be successful in meeting its objectives. The evaluation summary, strengths of the programme, main issues and recommendations to management are given, as well as conclusions about the programme. Finally, the impact of this experience on the practice of action learning is given.     

First time facilitator’s experience: designing and facilitating an action learning programme in China

This paper describes an action learning programme with China Unicom Broadband Limited (CUBO) to support its vision of transforming to become a world-leading broadband communications and information service provider. 64 Department directors and supervisors were invited to take part in the ‘China Unicom Broadband Online Phoenix Action Learning Leadership Development Program’ which spanned a period of 8 months. This account illustrates the steps that were taken to implement an action learning programme to assist CUBO and its leaders with transforming their company, and provides a summary of the learning: as an accoucheur, set adviser and facilitator of organisational learning.     

Masculinities under Reconstruction: Classroom pedagogy and cultural change

This article describes an action research study, undertaken in an experientially-based educational psychology course, in which resistance to learning associated with a particular working-class masculinity appeared to be overcome. The project involved male tradespeople, employed as technology studies teachers in secondary colleges while undertaking a teacher education programme. In the past, such people had created learning group cultures that promoted anti-academic, sexist and excessively authoritarian attitudes. This had profound implications for the subsequent social environment created in their school classes and especially the educational aspirations of the girls within them. Yet, resistance appeared to develop because many of the activities and content of the teacher education programme were threatening to an occupationally constructed masculine identity. Ways in which such constructions were relinquished and more appropriate identities built form the substance of this article. Implications for feminist pedagogy involving men and boys are discussed.     

Reflections of a ‘late-career’ early-career researcher: an account of practice

This account of practice describes the journey of an ‘accidental academic’ through the Doctoral programme in Business Administration (DBA). It reflects on her experience of action learning and lessons learned to better embed action learning in future DBA teaching and assessment. The account is told from the perspective of a mature student straddling business and academic interests. DBA students represent a mature cohort with significant business experience and responsibility. As such, they have an implicit understanding of action learning. Action learning for these individuals should be re-activated rather than re-learned for their doctoral studies. Suggestions are made for improving the utility of action learning for DBA students and their willing engagement in the action learning process.     

Enhancing postgraduate learning and development: a participatory action learning and action research approach through conferences

As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large.