Action Research, Action Learning, and Appreciative Inquiry

2019 ◽  
pp. 76-92 ◽  
Author(s):  
Karen E. Watkins ◽  
Victoria J. Marsick ◽  
Ilene Wasserman
Keyword(s):  
Action Research ◽  
Learning Strategies ◽  
Appreciative Inquiry ◽  
Local Knowledge ◽  
Action Learning ◽  
Knowledge Generation ◽  
Evidence Based ◽  
Learning And Change ◽  
Research Action ◽  
Insight Into

This chapter introduces Action Research (AR), Action Learning (AL), and Appreciative Inquiry (AI) as three evidence-based intervention approaches to support learning and change for individuals, groups, and larger systems. The authors show that, despite differences, all three approaches share intellectual roots and participatory learning strategies. Each approach privileges relevance for local knowledge; hence, knowledge is defined in local terms. What is particularly powerful about these approaches is that they have embedded processes, tested over time, that facilitate transformation and that reliably support local knowledge generation along with insight into conditions and system dynamics that improve results. From the perspective of organization development (OD), the authors rely on these approaches as particularly effective because they operate at multiple levels: they change individuals, groups, and systems. These multi-faceted, systemic evidence-based approaches are very powerful OD strategies that simultaneously deepen individual and organizational learning and growth.

Unscrambling method and methodology in action research traditions: theoretical conceptualization of praxis and emancipation

2016 ◽  
Vol 17 (4) ◽  
pp. 395-407 ◽  
Author(s):  
Luciana Cordeiro ◽  
Cassia Baldini Soares ◽  
Leslie Rittenmeyer
Keyword(s):  
Action Research ◽  
Participatory Approach ◽  
Knowledge Generation ◽  
Research Traditions ◽  
Self Reflection ◽  
Insight Into ◽  
Theoretical Conceptualization

Action research is a participatory approach that is used in an array of contexts. From its first proposition it comprises four core principles: participation and collaboration; a constant spiral cycle of self-reflection; knowledge generation; and practice transformation. Praxis and emancipation are two important analytical categories in AR, but are conceptualized differently in the two existing AR traditions. These conceptualizations reveal different AR aims, which lead to either the use of AR as a method (Northern tradition) or as a methodology (Southern tradition). Much depends on the researchers’ interest and worldview. Our objective in this paper is to compare how emancipation and praxis are theorized in both traditions. This discussion intends to add insight into the methodological understanding and utilization of AR.

Action Research Approaches

2021 ◽  
pp. 119-139
Author(s):  
Karen E. Watkins ◽  
Aliki Nicolaides ◽  
Victoria J. Marsick
Keyword(s):  
Action Research ◽  
Research Problem ◽  
Complex World ◽  
Action Science ◽  
Action Inquiry ◽  
Research Problems ◽  
Kurt Lewin ◽  
Address System ◽  
Research Action ◽  
Insight Into

The contemporary use of action research draws on the exploratory, inductive nature of many qualitative research approaches—no matter the type of data collected—because the type of research problems studied are complex, dynamic, and located in rapidly changing contexts. When action research is undertaken to support social and organizational change, support from stakeholders affected by the research problem is essential, creating further complexity. Action research may serve as an alternative to more traditional views of social science. In this chapter, the authors describe action research as envisioned by Kurt Lewin, its originator. They show how two variants of action research—action science and collaborative developmental action inquiry—advance insight into how action research can be used to develop personal capability to address system changes that action research seeks to unveil. They conclude with reflections on criteria for rigor and relevance in action research in today's post-modern, complex world.

New Leader Transition and Acquisition Integration Using an Evidence-Based Action Learning Workshop Influenced by Appreciative Inquiry and Whole Group Approaches

2019 ◽  
pp. 526-532
Author(s):  
Jeffrey W. Flesher
Keyword(s):  
Decision Making ◽  
Appreciative Inquiry ◽  
Case History ◽  
Organization Development ◽  
Action Learning ◽  
Evidence Based ◽  
Development Intervention ◽  
Success Stories ◽  
Current State ◽  
Evidence Based Model

This reflective case history describes an evidence-based organization development intervention conducted for a new division head in a division made up of recently acquired companies. During the workshop, the teams revealed and shared success stories, developed a common evidence-based model of guiding characteristics for continued success, and described current state situations. In order to include the perspectives of all employees, a brief survey focusing on point-of-work needs was sent to every employee in the division. This leader-as-researcher method brought a new level of clarity to decision making, positively engaged the entire division in the process of change, created an enhanced level of transparency across the companies, and formed the basis for greater managerial commitment to evidence-based action.

Examining peer learning as a strategy for advancing uptake of evidence-based practices: a scoping review

2021 ◽  
Author(s):  
S. Kathleen Worton ◽  
Ellis Furman
Keyword(s):  
Capacity Building ◽  
Learning Strategies ◽  
Scoping Review ◽  
Peer Learning ◽  
Knowledge Generation ◽  
Evidence Based ◽  
Multiple Forms ◽  
Evidence Based Practices ◽  
Advance Knowledge ◽  
Forms Of Knowledge

Background: Continued evolution of knowledge-to-action (KTA) theories requires increased attention to dynamics of power and ways to integrate multiple forms of knowledge. Peer learning – a process through which knowledge users interact with other learners – is a valuable but largely unexamined strategy for integrating practice-based knowledge in the KTA process.Aims and objectives: This study undertakes a scoping review to examine how peer-learning strategies have been used to advance knowledge users’ capacity for implementing evidence-based practices.Methods: A search of ten online databases and a manual search of five journals was conducted to identify studies published between 2001 and 2018. Selected publications included 26 studies conducted in Canada, the US, the UK, Australia, and the Netherlands. Studies utilised peer learning as a capacity-building strategy to advance the uptake or implementation of evidence-based practices among professionals in social services, education, or health/mental health sectors.Findings: Links between peer-learning strategies and multiple individual and/or collective capacities for implementing evidence-based practices were identified from selected studies. Individual capacities linked to peer learning include knowledge of the practice, attitudes (for example, motivation and ‘buy-in’), and practical skills. Collective capacities supported through peer learning included knowledge exchange, knowledge generation, relationship development, networking, and resource/tool sharing. Peer learning was often paired with didactic or expert-led activities.Discussion and conclusions: This scoping review identifies how peer learning has been used as a capacity-building strategy in implementation initiatives. Peer-learning activities provide a means to help integrate multiple forms of knowledge in the KTA process.<br />Key messages<br /><ul><li>In this review, we examined peer learning strategies that build capacity among knowledge users in implementation;</li><br /><li>Peer learning strategies are often used in combination with didactic instruction and/or expert facilitation;</li><br /><li>Peer learning has been used to advance knowledge users’ individual and collective capacity for implementation;</li><br /><li>Evaluative research is needed to better understand how peer learning influences implementation capacity.</li></ul>

scholarly journals An Application of Logic in Everyday Life

2017 ◽  
Vol 6 (1) ◽  
pp. 104
Author(s):  
Abdul Shakil
Keyword(s):  
Action Research ◽  
Everyday Life ◽  
Participatory Research ◽  
Collaborative Inquiry ◽  
Action Learning ◽  
Learning By Doing ◽  
Kurt Lewin ◽  
Research Action ◽  
Variations On A Theme ◽  
Area Of Study

<div><p><em>This is an action research on “An Application of Logic in Everyday Life”. Logic is an important area of study which can be applied in our day to day life activities. So it is fair enough to do an action research on an application of logical. Action research is known by many other names such as participatory research, collaborative inquiry, emancipatory research, action learning, and contextual action research. But all these kinds are variations on a theme. In other words, we can simply say that action research is “learning by doing.” A group of people identify a problem, do something to resolve it, see how successful their efforts were, and if not satisfied, try again. Prof Kurt Lewin, a German psychologist, first coined the term ‘action research’ in his paper entitled, “Action Research and Minority Problems”, published in 1946(  Jagadish, 2012, p.108). Lewin is therefore known as the father of action research. </em></p></div>

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