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Action Learning (action + learning)
Selected AbstractsWorking as a Learning Coach Team in Action LearningNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 87 2000Judy O'Neil Learning coaches work as a team to ensure the effectiveness of the action learning groups they are coaching as part of one public utility's action learning program. [source] Structured implementation of information systems for concurrent engineeringHUMAN FACTORS AND ERGONOMICS IN MANUFACTURING & SERVICE INDUSTRIES, Issue 4 2001Walter W.C. Chung This article presents a collaboration approach to assimilate the best practice of concurrent engineering (CE) in a small manufacturing enterprise for gaining sustainable improvements. The major challenge in CE is sharing a mental model of parallel working across departments in a company to shorten the cycle time, and across organizations to form a supply chain for global competition. Action learning is found useful to develop self-discipline in individuals to initiate changes and align the views with others both inside and outside the company for a vested interest to use information systems to make innovations for gaining competitive advantage. © 2001 John Wiley & Sons, Inc. [source] How Corporate Entrepreneurs Learn from Fledgling Innovation Initiatives: Cognition and the Development of a Termination ScriptENTREPRENEURSHIP THEORY AND PRACTICE, Issue 6 2007Andrew C. Corbett Through a parallel examination of literatures on new product development termination and entrepreneurial cognition, this study explores a specific form of human capital development: learning from failure. Specifically we advance the literature on entrepreneurial human capital by linking cognitive scripts used by corporate entrepreneurs in project termination decisions to corresponding levels of learning. Our longitudinal investigation of technology-based firms suggests that corporate entrepreneurs use three types of termination scripts: (1) undisciplined termination, (2) strategic termination, and (3) innovation drift. We illustrate the presence of each script and analyze learning implications during innovation projects (action learning) and after termination (post-performance learning). Based on our analysis we suggest that organizational learning is dependent upon the type of termination script individuals employ. [source] Johnson & Johnson's transformational leadership program prepares quality leaders for global challengesGLOBAL BUSINESS AND ORGANIZATIONAL EXCELLENCE, Issue 2 2010Cindy L. Crosby The health care giant, faced with gaps in its pipeline for executives in the Quality function, constructed a potent yearlong development experience around action learning and a strong international focus. The program's successful five-year run has produced a strong stable of high-potential individuals prepared to lead in a global business. The authors discuss the structure and content of the program, the role of faculty and coaches, and the benefits of action learning projects and exercises for group and individual development, including how failure can lead to pivotal teaching moments, as illustrated through the experience of participants in the Class of 2009. © 2010 Wiley Periodicals, Inc. [source] Cultivating problem-solving skills through problem-based approaches to professional developmentHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 3 2002Margaret C. Lohman An extensive literature review was conducted of four problem-based approaches to professional development: (1) case study, (2) goal-based scenario, (3) problem-based learning, and (4) action learning. The review comparatively analyzed the training designs of these four approaches and found key differences in the nature of their case problems and training strategies. Specifically, the analysis found that case problems are ill structured in action learning and problem-based learning, are moderately structured in a goal-based scenario, and are fairly well structured in the case study approach. In addition, it was found that prototypical problems are used to a much greater extent in the problem-based learning and goal-based scenario approaches than they are in the other two approaches. Furthermore, the analysis found that the case study approach uses the most expert-oriented training strategy, the goal-based scenario approach uses a more learner-oriented strategy than the case study approach, and the problem-based learning and action learning approaches use strongly learner-oriented strategies. These design differences suggest that the case study and goal-based scenario approaches are more likely to result in single-loop learning and to foster the ability to solve well-structured problems, whereas the problem-based learning and action learning approaches are more likely to lead to double-loop learning and to promote the ability to solve ill-structured problems. Implications of these findings for the design and research of problem-based approaches to professional development are discussed. [source] Invited reaction: Cultivating problem-solving skills through problem-based approaches to professional developmentHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 3 2002Richard E. Mayer In her article in this issue, Margaret Lohman distinguishes among four problem-based approaches to professional development: case study, goal-based scenario, problem-based learning, and action learning. Based on a review of more than a hundred articles, Lohman compares the four approaches in terms of the degree to which the problems used in the training are ill- versus well-defined and are either routine or nonroutine, the degree to which the training provides low versus high guidance, the degree to which the learning outcomes support near versus far transfer, and the relative costs of the approaches in terms of development and implementation. Future work is needed to (1) more sharply distinguish among the kinds of problem-based approaches to professional development, (2) relate problem-based training methods to cognitive theories of learning and problem solving, and (3) build a solid empirical research base for evaluating the cognitive outcomes of participation in various kinds of problem-based training. In particular, research is needed to determine which features of problem-based training promote which kinds of learning outcomes for which kinds of learners. [source] Design conditions for learning in community service contextsJOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 4 2001Caroline A. Bartel In this study, we investigated team-based community service projects as action learning initiatives designed to facilitate two learning outcomes: community learning (knowledge of social, cultural, or economic issues) and personal learning (self-awareness of managerial attitudes and abilities). We developed hypotheses to predict critical input conditions for action learning that promote community and personal learning. We tested these hypotheses with data collected from 381 MBA students and their team leaders who participated in a variety of community service projects. Results demonstrated that design conditions (task characteristics, social interactions, and affective responses) influenced community and personal learning differently. We supplemented survey results with interview and observational data from a subset of participants and conclude with a discussion of the theoretical implications for action learning and practical recommendations for designing community service programs. Copyright © 2001 John Wiley & Sons, Ltd. [source] Competence transfer from old timers to newcomers analysed with the help of the holistic concept of manKNOWLEDGE AND PROCESS MANAGEMENT: THE JOURNAL OF CORPORATE TRANSFORMATION, Issue 1 2006Kaj U. Koskinen This conceptual article addresses the question of how the competencies of old timers are transferred to newcomers in the context of a technology company. First, an individual's personal competence which is divided into knowledge based competencies and socially based competencies is illustrated. A special focus is on how the competence alters in the course of the individual's working life. Second, our conceptual tool the ,Holistic Concept of Man', which defines the human individual to consist of three deeply intertwined modes of existence (i.e. consciousness, situationality and corporeality), is described. Third, because in the literature the communicability and motivation are often identified as factors that facilitate or hinder competence transfer, these factors are analysed by the tool mentioned. However, because the competence is, in fact, transferred from the worldview of an old timer to the worldview of a newcomer, this concept is described before the analysis. Also the notion of communicability is divided further and handled in three different sub-sections dealing with: straight interaction between an old timer and a newcomer, action learning, and workplace learning. The paper ends with the conclusion that when studying and analysing competence transfer in practice, three individual dimensions (i.e. consciousness, situationality and corporeality) should be understood and taken into consideration. It is also concluded that old timers' and newcomers' different worldviews and different situationalities are the central reasons for difficulties in the competence transferring process between these parties. Copyright © 2006 John Wiley & Sons, Ltd. [source] Pilot training program for developing disaster nursing competencies among undergraduate students in ChinaNURSING & HEALTH SCIENCES, Issue 4 2009Samantha M. C. Pang rn Abstract As nurses constitute the largest group of health-care providers, their readiness to respond to disasters and to participate in preparedness and disaster recovery activities will be significant for making a community more resilient against disaster. Concern is raised regarding how to build the capacity of all nurses with a knowledge base and a minimum set of skills in responding to various disasters. Drawing on the ICN Framework of Disaster Nursing Competencies and Global Standards for the Initial Education of Professional Nurses and Midwives, a training program entitled "Introduction to Disaster Nursing" was developed. Four teaching methods including action learning, problem-based learning, skill training, and lecture were used to orchestrate a series of planned activities for helping students develop the required disaster nursing competencies in a 2-week intensive training program held in Sichuan China in July 2009. The pre- and post-tests which were given to assess the students' perceived level of competencies demonstrated a significant gain in relevant knowledge and skills constituting the required competencies upon completion of the program. In the program evaluation, most students indicated their willingness and capability in disaster relief work under supervision, and they were keen to advance their competencies in the field of disaster nursing. [source] Learning and Organization in the Knowledge-Based Information Economy: Initial Findings from a Participatory Action Research Case StudyBRITISH JOURNAL OF MANAGEMENT, Issue 2 2000Richard T. Harrison This paper reports on an ongoing, multiphase, project-based action learning and research project. In particular, it summarizes some aspects of the learning climate and outcomes for a case-study company in the software industry. Using a participatory action research approach, the learning company framework developed by Pedler et al. (1997) is used to initiate critical reflection in the company at three levels: managing director, senior management team and technical and professional staff. As such, this is one of the first systematic attempts to apply this framework to the entire organization and to a company in the knowledge-based learning economy. Two sets of issues are of general concern to the company: internal issues surrounding the company's reward and recognition policies and practices and the provision of accounting and control information in a business-relevant way to all levels of staff; and external issues concerning the extent to which the company and its members actively learn from other companies and effectively capture, disseminate and use information accessed by staff in boundary-spanning roles. The paper concludes with some illustrations of changes being introduced by the company as a result of the feedback on and discussion of these issues. [source] | ||||||||||