scholarly journals Action learning: understanding interpersonal relationships within learning sets

2013 ◽  
Vol 32 (9) ◽  
pp. 984-994 ◽  
Author(s):  
Annie Yeadon-Lee
Keyword(s):  
Interpersonal Relationships ◽  
Action Learning ◽  
Master Of Business Administration ◽  
Student Experiences ◽  
Content Type ◽  
Participant Satisfaction ◽  
Business Administration Students ◽  
Part Time ◽  
Open Coding ◽  
Learning Sets

Purpose – The purpose of this paper is to respond to calls for research into the use of action learning in management education (Hay, 2011). It reports on student experiences of action learning in a final year module for part time Master of Business Administration students. It focuses specifically on the development of an understanding of the interpersonal relationships that existed within those action learning sets; both positive and negative. The paper then discusses the subsequent impact those dynamics may have on the effectiveness of the action learning process. Design/methodology/approach – An interpretivist philosophy underpins the research framework adopted in this paper. Data were captured by means of semi-structured questionnaires distributed at both the beginning and end of the module. The data were thematically analysed using open coding. Findings – The paper used two contrasting views of the interpersonal relationships in action learning sets: Revans’ (1982) “comrades in adversity” and Vince's (2004) “adversaries in commonality” as a framework for discussion. It found that various interpersonal dynamics existed within the sets, which in this case, had the ability to influence individual satisfaction and the overall effectiveness of the set. Originality/value – The findings provide insights, via participant voice, into aspects of interpersonal relationships within action learning sets. In particular, the politics and emotions that occur within the learning sets, whilst considering the subsequent impact on both participant satisfaction and the effectiveness of action learning sets.

Does Zhongyong thinking affect voice behavior? The mediating role of psychological safety

2021 ◽  
Vol 49 (8) ◽  
pp. 1-8
Author(s):  
Guodong Yang ◽  
Yingwei Ji ◽  
Qiumeng Xu
Keyword(s):  
Structural Equation ◽  
Psychological Safety ◽  
Mediating Effect ◽  
Master Of Business Administration ◽  
Equation Modeling ◽  
Voice Behavior ◽  
Mediating Role ◽  
Business Administration Students ◽  
Part Time

Zhongyong, as a typical Confucian thinking model, is related to employees' voice behavior. In this research we explored the relationship between Zhongyong thinking and employees' voice behavior, and examined the mediating effect of psychological safety in this relationship. Survey data were collected from 218 part-time Master of Business Administration students from two Chinese universities. The structural equation modeling results demonstrate that Zhongyong thinking was positively related to psychological safety, and that psychological safety was positively related to voice behavior. Further, psychological safety mediated the Zhongyong thinking–voice behavior relationship. These results suggest that organizations can encourage voice behavior by enhancing employees' Zhongyong thinking and by boosting their perception of psychological safety in the workplace.

Using an implementation science approach to build leader facilitation capability in healthcare: a novel approach for enhancing action learning set facilitation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jodie Shoobridge ◽  
Tim Schultz ◽  
Gill Harvey ◽  
Neil Kirby
Keyword(s):  
Health Services ◽  
Implementation Science ◽  
Action Learning ◽  
Organisational Change ◽  
Implementation Framework ◽  
Research Implementation ◽  
Content Type ◽  
Learning Set ◽  
Services Implementation ◽  
Learning Sets

PurposeThe study describes the implementation of a novel strategy, entitled the Action Learning Set Facilitation Model, to develop internal facilitation capability to lead change. The Model incorporated the Novice-Experienced-Expert pathway, a facilitation development approach underpinning the integrated-Promoting Action on Research Implementation in Health Services Implementation Framework, with action learning methodology.Design/methodology/approachA mixed-methods descriptive approach reports the results of 22 interviews, 182 Action Learning Sets and 159 post program survey data sets to explore facilitator experiences, strengths and potential application of the Model.FindingsAt program completion, five novice (of 174) and one experienced (of 27) facilitator transitioned to the next facilitation level. The three groups of facilitators described positive change in confidence and facilitation skill, and experience of action learning sets. Inconsistencies between self-report competence and observed practice amongst novices was reported. Novices had decreasing exposure to the Model due to factors related to ongoing organisational change. Internal facilitators were considered trusted and credible facilitators.Research limitations/implicationsThere are practical and resource implications in investing in internal facilitation capability, noting proposed and real benefits of similar development programs may be compromised during, or as a consequence of organisational change. Further research describing application of the facilitation model, strategies to enhance multisystemic support for programs and evaluation support are suggested.Practical implicationsThe Action Learning Set Facilitation Model offers promise in developing internal facilitation capability supporting change in organisations. Critical success factors include building broad scale internal capability, stable leadership and longitudinal support to embed practice.Originality/valueThis is the first application of the facilitation component of the integrated-Promoting Action on Research Implementation in Health Services implementation framework embedded to action learning sets as an implementation science strategy for leader development supporting organisational change.

Using action learning sets to support change in end-of-life care

2017 ◽  
Vol 30 (2) ◽  
pp. 184-193 ◽  
Author(s):  
Karen Gillett ◽  
Liz Reed ◽  
Liz Bryan
Keyword(s):  
Palliative Care ◽  
End Of Life ◽  
End Of Life Care ◽  
Action Learning ◽  
Care Staff ◽  
Life Care ◽  
Specialist Palliative Care ◽  
Content Type ◽  
Integral Component ◽  
Learning Sets

Purpose The purpose of this paper is to describe the delivery of facilitated action learning sets as an integral component of a multidisciplinary end-of-life care course. Design/methodology/approach The educational intervention described in this paper is delivered by specialist palliative care practitioners to those working with dying patients and their families in non-specialist settings. The programme consists of two components: the first taught/experience-based component takes place in a hospice. The second integral component involves action learning sets which are facilitated by specialist palliative care staff over a six-month period. This paper reports the challenges, learning and benefits of using action learning sets to improve end-of-life care. Findings Action learning sets provide support which enables staff to implement changes to end-of-life care. Participants in the successful action learning sets were motivated to change practice and identified themselves as change agents. Management support was vital to allow participants the authority to implement changes to practice. Practical implications Facilitators need to gain participant and management commitment to the action learning process before the programme begins if they are to be successful in achieving changes to end-of-life care. Originality/value Hospices and other health care organisations work in partnership to deliver this programme, and this paper demonstrates how action learning sets can increase mutual understanding and communication between specialist and non-specialist end-of-life care settings.

Self-sacrificial leadership and employee creativity: The mediating role of psychological safety

2020 ◽  
Vol 48 (12) ◽  
pp. 1-9
Author(s):  
Xuzhuo Liang ◽  
Jianchang Fan
Keyword(s):  
Structural Equation ◽  
Psychological Safety ◽  
Master Of Business Administration ◽  
Equation Modeling ◽  
Employee Creativity ◽  
Mediating Role ◽  
Modeling Analysis ◽  
Business Administration Students ◽  
Part Time

Previous research has revealed the importance of leadership in promoting employee creativity. However, the mechanism by which selfsacrificial leadership facilitates employee creativity is not well understood. We proposed a model explaining why self-sacrificial leadership may enhance employee creativity, which we tested with data from 206 part-time Master of Business Administration students and their supervisors at two Chinese universities. Results of structural equation modeling analysis show that self-sacrificial leadership had a positive relationship with employee creativity, both directly and also indirectly through the mediator of psychological safety. These findings shed light on how self-sacrificial leadership helps to enhance employee creativity. Theoretical and practical implications are discussed.

Occupational self-efficacy, organizational commitment, and work engagement

2019 ◽  
Vol 47 (8) ◽  
pp. 1-7 ◽  
Author(s):  
Erli Liu ◽  
jiatao Huang
Keyword(s):  
Organizational Commitment ◽  
Work Engagement ◽  
Self Efficacy ◽  
Structural Equation ◽  
Mediating Effect ◽  
Master Of Business Administration ◽  
Equation Modeling ◽  
Chi Square ◽  
Business Administration Students ◽  
Part Time

We examined how occupational self-efficacy is related to organizational commitment, and how it indirectly influences work engagement. Participants were 328 part-time Master of Business Administration students in China. We used structural equation modeling and chi-square difference tests to analyze the data and assess the proposed mediating effect. Results showed that occupational self-efficacy had a direct effect on organizational commitment and an indirect effect on work engagement through the mediator of organizational commitment. Our findings extend previous results and show that occupational self-efficacy can be used to predict work engagement.

Factors affecting quality of management education in India

2014 ◽  
Vol 28 (4) ◽  
pp. 379-399 ◽  
Author(s):  
Ritika Mahajan ◽  
Rajat Agrawal ◽  
Vinay Sharma ◽  
Vinay Nangia
Keyword(s):  
Design Methodology ◽  
Management Education ◽  
Master Of Business Administration ◽  
Organisational Structure ◽  
Content Type ◽  
Factors Affecting ◽  
Business Administration Students ◽  
Education In India ◽  
Almost All

Purpose – The purpose and value of management education was always under the critics’ scanner but the proliferation of institutes impelled a serious debate on its quality. The purpose of this paper is to identify the factors affecting quality of management education in India and explains their nature, significance and mutual influences using interpretive structural modelling (ISM). Design/methodology/approach – The factors were listed through literature review. They were then validated by empirical research conducted through questionnaires administered electronically and personally to 220 master of business administration students and alumni. On 13 such factors finalised, a qualitative and interpretive tool, ISM was applied. Findings – Leadership emerged as the most important factor followed by organisational structure and practices. Interrelations otherwise not easily observable established their prominence. An important fact that evolved is that almost all the factors have strong interdependence and have to be seen in coherence when analysing their impact on students. Originality/value – The literature until now has been highlighting the factors and their association with management education largely in isolation. This paper contributes to the existing literature by proposing a framework of the interrelationships of the factors which have a role in improving the quality of management education.

In touch with the softer side of MBAs

2016 ◽  
Vol 30 (2) ◽  
pp. 31-33
Author(s):  
Brian Beal
Keyword(s):  
Subjective Effects ◽  
Master Of Business Administration ◽  
Full Time ◽  
Mba Programs ◽  
Content Type ◽  
Mba Students ◽  
Self Confidence ◽  
The Usa ◽  
Part Time ◽  
Insight Into

Purpose Considering that Master of Business Administration (MBA) programs have been the focus of many evaluations and much criticism in recent years, the purpose of this paper is to investigate the objective and subjective effects on careers experienced by part-time MBA students and graduates. Design/methodology/approach The authors conducted an empirical research, involving more than 700 students and graduates of three part-time MBA programs in Brazil. Findings The authors found that students and graduates experience more subjective than objective effects of such programs in their careers, and that the subjective effects are primarily related to self-confidence, employability, expansion of business view and ability to “play the game”. Originality/value This study makes three contributions to the knowledge of the effects of MBAs. First, it provides insight into students’ perspectives. Second, it increases the knowledge of the subjective effects of MBAs on the careers of students. And third, it focuses on part-time programs in a developing nation rather than on full-time programs in a developed nation such as the USA, as is often the case.

Using Virtual Learning Environments to Present Different Learning Blends

2011 ◽  
pp. 219-238
Author(s):  
Robert J. McClelland
Keyword(s):  
Learning Environments ◽  
Action Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Student Experiences ◽  
Learning Approaches ◽  
Digital Collections ◽  
E Learning ◽  
Learning Sets

This work is concerned with the evolution of blended learning supports for university students in moving from early Virtual Learning Environment (VLE) platforms and supports that were designed and facilitated by academics to those platforms designed commercially (particularly Blackboard) and developed using a mixture of commercial, collaborative and e-learning supports. The chapter is an examination of a range of issues including production of learning resources and student learning approaches. It concludes by highlighting the importance of innovation and variety in the learning blend with increased reliance on digital collections and for learning approaches student experiences were evaluated as positive when undergoing problem-based approaches and were seen as stimulated to engage with e-learning materials based on the structure and operation of action learning sets.

scholarly journals The relationship between organizational learning capability and business performance

2019 ◽  
Vol 21 (2) ◽  
pp. 259-269 ◽  
Author(s):  
Lien Thi Pham ◽  
Ha Viet Hoang
Keyword(s):  
Organizational Learning ◽  
Performance Management ◽  
Business Performance ◽  
Positive Impact ◽  
Master Of Business Administration ◽  
Learning Capability ◽  
Content Type ◽  
Four Dimensions ◽  
Business Administration Students ◽  
The Relationship

Purpose The purpose of this paper is to explore the relationship between organizational learning capability and business performance of Vietnamese firms. Design/methodology/approach Based on the literature review, the authors proposed five hypotheses covering the relationships between different dimensions of organizational learning capability and business performance. Data collected from a survey of 160 Master of Business Administration students working in different firms in Vietnam were analyzed to test the proposed hypotheses. Findings The results confirmed that organizational learning capability has positive effect on business performance. Moreover, two out of four dimensions of organizational learning capability are having positive relationship with business performance (management commitment to learning and “knowledge transfer and integration”). Practical implications The paper gives some suggestions for firms to improve their business performance through enhancing organizational learning capability. Originality/value This study provides important insights into the recognized yet under-researched relationship between organizational learning capability and business performance and confirms that organizational learning capability has a positive impact on business performance in Vietnam context.

scholarly journals Developing Transferable Management Skills through Action Learning

2013 ◽  
Vol 27 (1) ◽  
pp. 67-75 ◽  
Author(s):  
Annie Yeadon-Lee ◽  
Roger Hall
Keyword(s):  
Positive Impact ◽  
Learning Experience ◽  
Action Learning ◽  
Master Of Business Administration ◽  
Management Skills ◽  
Potential Response ◽  
Managerial Skills ◽  
Part Time Students ◽  
Part Time ◽  
Insight Into

There has been increasing criticism of the relevance of the Master of Business Administration (MBA) degree in developing skills and competencies. Action learning, devised to address problem solving in the workplace, offers a potential response to such criticism. This paper provides an insight into one university's attempt to integrate action learning into the curriculum. Sixty-five part-time students were questioned at two points in their final year about their action learning experience and the enhancement of relevant managerial skills and competencies. The results showed a mixed picture. Strong confirmation of the importance of selected skills and competencies contrasted with weaker agreement about the extent to which these were developed by action learning. There was, nonetheless, a firm belief in the positive impact on the learning process. The authors conclude that action learning is not a panacea but has an important role in a repertoire of educational approaches to develop relevant skills and competencies.

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