Action Learning in Practice by Mike Pedler

Action Learning in Practice by Mike Pedler

By Mike Pedler

Prior variations of motion studying in perform verified this authoritative evaluate of motion studying around the globe. during the last decade the flow in the direction of action-based organizational studying and improvement has speeded up, and motion studying is now a longtime a part of the schooling and improvement mainstream in huge and small enterprises. absolutely revised and up-to-date, this fourth version covers the origins of motion studying with Reg Revans' principles, and appears at their improvement and alertness at the present time. motion studying is self-directed studying via tackling enterprise and paintings issues of the aid of work-mates and co-workers. a qualified and numerous group, attracted, prompted and constructed during this means is extra capable of deal successfully with the turning out to be complexity and pressures of operating lifestyles. because the limits of traditional education and improvement turn into extra visible, leaders are more and more drawn to action-based techniques to studying whilst looking greater results and returns on funding.

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In an epoch of change, such as that in which the world now flounders, there is no handicap to exceed the misconception of past experience – particularly that on which present reputations are founded. The idolization of successes established in circumstances unlikely to recur may well guarantee one’s place in The Dictionary of National Biography, but it is of little help in the fugitive present; there are times when we do well to put our fame aside: At the same time came the disciples unto Jesus, saying, Who is the greatest in the kingdom of heaven?

To be sure, the social strength of action learning (as I believe it to be) has a subtlety of its own: it is more than mutual growth or instruction, whereby each partner supplies the manifest deficiencies of the others with the knowledge or skill necessary to complete some collective mission. Lending a hand to the common cause may well be part of any action learning project – but it remains incidental, rather than central, to it. Nor is action learning the essence of the mutual improvement societies so morally essential to the Victorians and still, to some degree, the contract tacitly uniting all communities of scholars.

Persons at all levels should be encouraged, with their immediate colleagues, to make regular proposals for the study and reorganization of their own systems of work; such proposals should generate discussion between vertical levels and horizontal departments of how the work is currently managed, and of how its outcome is determined, such as by the content, order and distribution of individual tasks, the use and maintenance of equipment and supplies, and the flow of information essential to performing the tasks; above all, in any suggestions about the reorganization of the work, first attention should be given to its group or autonomous aspects (see The Enterprise as a Learning System 19 particularly ‘Worker Participation as Action Learning’ and ‘Project Management Efficiency’ in The Origins and Growth of Action Learning pp.

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