Professor Reg Revans is well known for his perseverance in promoting the practice of Action Learning. For more than 40 years he has battled against prejudice and pre‐conceived…
Abstract
Professor Reg Revans is well known for his perseverance in promoting the practice of Action Learning. For more than 40 years he has battled against prejudice and pre‐conceived ideas to obtain recognition for what he believes to be the only efficient way to educate managers in the skills of management.
Everon C. Chenhall and Thomas J. Chermack
The purpose of this paper is to propose an integrated model of action learning based on an examination of four reviewed action learning models, definitions, and espoused outcomes.
Abstract
Purpose
The purpose of this paper is to propose an integrated model of action learning based on an examination of four reviewed action learning models, definitions, and espoused outcomes.
Design/methodology/approach
A clear articulation of the strengths and limitations of each model was essential to developing an integrated model, which could be applied to Lynham's general method of theory‐building research in applied disciplines. The paper examined common themes according to the model structure, methods, and methodologies. The four models selected for this review were Gregory's Group Action Learning Process Model, Paton's Systemic Action Learning Cycle, Paton's Systemic Action Learning Spiral, and Watkins and Marsick's Continuous Learning Model.
Findings
A comparison of the key variations in the definitions of action learning and desired outcomes explained differences in model designs. HRD practitioners need a better understanding of the variables that affect the outcomes of action learning through exploring learning transfer issues and through testing multiple methodologies. Similarly, the integrated model was designed to indicate how change takes place within an organization, dictated by either internal or external factors. A description of the construction of the integrated model is provided.
Research limitations/implications
Owing to the disconnect between the conceptual development and application phases of theory‐building research, more empirical evidence is needed to support the connection between action learning models and methodologies and desired outcomes. The integrated model was designed from a systems perspective with particular emphasis on soft systems in the problem and analysis phases to illustrate the role of organizational modeling of the relationships among members, processes, and the internal and external environment. HRD practitioners could re‐examine their decision making, particularly in approaching large‐scale change. HRD practitioners could document their specific approaches to action learning, including a combination of action research methods and soft systems methodologies. A comparison of outcomes versus the methodologies could be made.
Originality/value
The objective of the integrated action learning model is to improve decision making related to facilitating change from an HRD perspective, given the theories and principles underlying each model. The integrated model could serve as the basis for gaining new knowledge about critical systems theory and action research as it relates to action learning and change facilitation. It is the paper's intent that the proposed integrated model will spur further theory‐building research in employing action learning as an organizational change intervention.
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The purpose of this paper is to present a “soft methodology” model in knowledge management that addresses the problem of accessing and managing one particular type of knowledge…
Abstract
Purpose
The purpose of this paper is to present a “soft methodology” model in knowledge management that addresses the problem of accessing and managing one particular type of knowledge: personal (implicit/tacit) knowledge.
Design/methodology/approach
The model is based on the theories and methodologies of grounded theory, adult learning, collaborative action learning and action research. These are the approaches advocated and used actively by some international action learning associations and business schools. Discusses their philosophy and explores how the values and actions that they advocate can be used to access personal knowledge for professional and organizational learning.
Findings
The model presented consists of seven commonly shared values and principles of an action learning and action research (ALAR) culture, captured in the acronym ACTIONS. The paper demonstrates how these seven principles can actually be translated into concrete actions, giving examples from ALAR programs. The matching actions are captured in another acronym – REFLECT. The resulting model, from which are generated seven kinds of personal knowledge, can be used for knowledge management in management education and the workplace.
Originality/value
Provides a model for developing individual knowledge management skills, which is a central concern for corporate universities and business schools.
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Profiles Professor Reg Revans — the father of action learning — who does not seem to have been given the recognition he deserves in the UK, and aims to put the record straight…
Abstract
Profiles Professor Reg Revans — the father of action learning — who does not seem to have been given the recognition he deserves in the UK, and aims to put the record straight here. Contends that many of Revans' ideas have been picked up and incorporated, over time, into a lot of today's accepted management techniques. Sets out Reg Revans' beliefs that action learning is a process of inquiry, beginning with the experience of not knowing what to do next and finding that an answer is not available from current expertise. Concludes that the typical implementation of action learning is usually grown through small learning sets of 5‐6 people — joint questioning takes place and action is generated and discussed.
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In several European countries we can observe an increasing willingness among organisations to support in‐company “experimental” approaches to management training. It is a common…
Abstract
In several European countries we can observe an increasing willingness among organisations to support in‐company “experimental” approaches to management training. It is a common feature of all these “experiments” that they attempt to take account of the particular needs of the individual managers undergoing the training. In France, for example, CEDEP has been set up by a small number of European companies to be the centre for the continuing education of their managers. Throughout their careers, managers in these organisations will attend CEDEP for further development of their knowledge and skills. Similarly in England, most of the work of my own institution, Durham University Business School, is involved in on‐going relationships with a limited number of organisations for whom we provide in‐company management training at all levels.
The death of Reg Revans earlier this year, at the age of 95, was a sad event. He was one of the most important thinkers ever in the field of management and organizational…
Abstract
The death of Reg Revans earlier this year, at the age of 95, was a sad event. He was one of the most important thinkers ever in the field of management and organizational learning. I always enjoyed engaging with his wonderfully sparky style and his direct manner and he will be sadly missed by those of us who knew him. It left me wondering, though, if it could be an important landmark in the field of organizational learning and development. The question is – will his work become more recognized after death, as can happen with artists? Or will he be gradually forgotten, as he is no longer around to prod and stimulate people with his trenchant and thought‐provoking ideas? Even worse, as Reg was quick to recognize, will his action learning approach be increasingly mechanized and distorted from his original ideas such that it becomes a debased notion?
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Action learning is presented by its originator, Reg Revans, as anancient idea. But for those who encounter it for the first time it maybe difficult to grasp for several reasons…
Abstract
Action learning is presented by its originator, Reg Revans, as an ancient idea. But for those who encounter it for the first time it may be difficult to grasp for several reasons. In this article the author describes the reactions to a visit to Sri Lanka by Revans, and identifies several issues which seemed to emerge as he talked about action learning to a variety of managers and management teachers. These issues may be barriers to understanding its concepts and potential. The author makes several suggestions for minimising these barriers.
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Many of us have serious reservations about action learning (AL), at least in its more extreme forms, as represented by some of Reg Revans' own writings and, in the recent…
Abstract
Many of us have serious reservations about action learning (AL), at least in its more extreme forms, as represented by some of Reg Revans' own writings and, in the recent collection of papers in Revans' honour, by Jarvis and Marsh's article.
Aims to clarify the logic on which current action learning variants are based in order to better inform practitioners and aid them in making methodological choices appropriate to…
Abstract
Aims to clarify the logic on which current action learning variants are based in order to better inform practitioners and aid them in making methodological choices appropriate to need rather than faddishness. First attempts to identify what it is Revans and other practitioners are trying to achieve through their action learning variants. Then examines these variants from a praxiological point of view, exploring the extent to which the efficiency, effectiveness, ethics, and economy of these various action learning approaches seem to justify, or otherwise, their usage.