Action learning in action
Anne Grzybowski · Perspectives Policy and Practice in Higher Education · 2008
Cited by 3
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About 10,000 papers for “Action learning”
Action learning
McDowell, L., Walton, R, University of Northumbria at Newcastle (United Kingdom). Materials and Resources Centre for Enterprising Teaching · OpenGrey (Institut de l'Information Scientifique et Technique) · 1993
Cited by 0
Action learning
Pedler, M, Burgoyne, J G · Lancaster EPrints (Lancaster University) · 2008
Cited by 0
Action Learning
Clare Rigg, Kiran Trehan · 2012
Cited by 0
Action Learning
Yury Boshyk, Robert L. Dilworth · Palgrave Macmillan UK eBooks · 2010
The first of a two volume set that fully explore the roots of action learning and the legacy of its principal pioneer, Reg Revans. Rather than prescribe one approach to action learning, it shows alter
Cited by 61Open access
Action learning:
Anna Maria Miwanda Bagenda · Bristol University Press eBooks · 2018
Cited by 1
Action Learning
Mike Pedler, John Burgoyne, Tom Boydell et al. · 2025
Cited by 0
ACTION LEARNING
R.W. Revans · Management Decision · 1983
Knowing and Doing in Many Partnerships Long before there were any business schools or professors of management, back in the oldest of antiquity, the students of human progress had already concluded that to know such‐and‐such was identical to being able to do it. All of us, of course, have numerous acquaintances who say this proposition is nonsense, since they themselves know all manner of things without also being able to do them. For example, they “know” that if they were able to run the London marathon in less than two hours they would win it, but since they cannot run it in under five, then it is nonsense to say that to “know” and to be able to “do” are the same thing. Sophocles, who was five years old when his family friend, Miltiades, led the Athenians to victory over the Persians on the field of Marathon so long ago, had the secrets of action learning well before the hundreds of management consultants who have discovered it in the last 48 hours or so. In his play, The Women of Trachis , written between 420 and 415 BC, he says:
Cited by 7
Action Learning
Wojciech W. Gasparski, David Botham · 2017
Cited by 1
Action Learning
2019
Cited by 0
Action Learning
Richard L. Bunning · Executive Development · 1994
Describes a management development programme which has evolved to give middle and upper managers a “bird′s eye view” of their own organization as a total enterprise. Completed over ten to 12 months, the course employs a variety of action learning techniques including a pre‐course workbook (which can only be completed by interviewing key executives in the organization), syndicate teams, a week‐long residential workshop and project teams assigned to complete real‐life projects within the organization with recommendations presented to a panel of top executives.
Cited by 4
Action Learning
Yong‐Ho Park · The Encyclopedia of Human Resource Management · 2012
Cited by 0
Learning action
Chih-cheng Lin · 2014
Cited by 0
Action Learning
Ian McGill, Liz Beaty · 2013
Action learning is a method of learning that takes place in a group - of colleagues or students. It is widely used in a wide number of educational fields, particularly where learning in groups is appropriate. Action learning is established in both higher education and in professional learning and training situations. First published in 1995, this is a guide to using action learning techniques successfully.;Written by two leading figures in the field, this revised edition retains the same practical guidebook approach to how action learning works. Key points include being a facilitator of action learning, and running workshops for a variety of situations, including higher education, organizational change and professional development.
Cited by 9
Action Learning
Encyclopedia of Management Theory · 2013
Cited by 0
Action learning
Plauborg, Helle, Vinther Andersen, Jytte, Bayer, Martin et al. · 2009
Cited by 0
Action Learning
Felix Rauner · 2024
Cited by 0
Action learning
Reg Revans · 2018
Action learning differs from traditional courses of management education in several ways: It is concerned with taking specific action as well as with talking about taking some general class of action. Because specific action must be taken by specific persons, those engaged in action learning gain insight not only into their problems but also into their individual perceptions of and personal responses to such problems. In action learning the majority of time is given both to diagnosing in the field what the problem may be and to applying any solutions to the problem that may be suggested. Action learning is vitally concerned with the posing of effective questions in working conditions of ignorance, confusion and uncertainty. The one statistically verifiable exercise in the field — an action learning project among hospitals — shows that participating institutions improved their performance very significantly more than did a control group of similar hospitals that did not participate.
Cited by 16
Action learning
Reg Revans · OR Insight · 1989
Cited by 2
Action Learning
Michael J. Marquardt · 2014
This chapter contains sections titled: Blending the Learning and the Action in Action Learning Multiple-Problem and Single-Problem Action Learning Groups Theoretical Underpinnings of Action Learning Overview of the Stages of Action Learning Importance of Diversity in Action Learning Evidence for the Effectiveness of Action Learning Applications of Action Learning Challenges in the Application of Action Learning Areas for Future Research Continued Growth of Action Learning Around the World
Cited by 2