Introducing action learning Personal and management development 11; What is action

2003 ◽  
pp. 19-33
Keyword(s):  
Action Learning ◽  
Management Development

Increasing the impact of management development programs

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Reflective Practice ◽  
Design Methodology ◽  
Action Learning ◽  
Development Program ◽  
Management Development ◽  
Development Programs ◽  
Content Type ◽  
Pertinent Information ◽  
The Impact ◽  
Overall Effectiveness

Purpose Reflective practice makes an important contribution to the ultimate success of any management development program. Greater emphasis on reflection demands that both program participants and action learning facilitators take appropriate responsibility needed to increase the overall effectiveness of the process. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Reflective practice makes an important contribution to the ultimate success of any management development program. Greater emphasis on reflection demands that both program participants and action learning facilitators take appropriate responsibility needed to increase the overall effectiveness of the process. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Reflective practice during action learning in management development programmes

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jane Robertson ◽  
Heidi Le Sueur ◽  
Nicky Terblanche
Keyword(s):  
Reflective Practice ◽  
Action Learning ◽  
Management Development ◽  
Learning Context ◽  
Content Type ◽  
Reflection Time ◽  
Inquiry Approach ◽  
Safe Learning Environment ◽  
Practical Guidelines ◽  
Learning Team

Purpose This study aims to investigate the aspects that influence reflective practice during an action learning approach to management development programmes (MDPs). Design/methodology/approach A narrative inquiry approach was used to gather interview and pictorial data from 16 participants who had attended an action learning oriented MDP. Data were translated into interpretive stories using McCormack’s lenses, which were further analysed using thematic analysis. Findings Two key themes emerged: dealing with emotions and practising reflection. Participants initially found reflecting uncomfortable, but showed courage by persevering. Participants had to learn how to reflect and set aside time for it, while valuing support and guidance from their action learning facilitator. Research limitations/implications The findings and recommendations may not be relevant to all types of action learning as action learning forms and contexts differ. Practical implications Reflective practice is the responsibility of both the participant and the action learning facilitator. Participants need to create the time and space to learn, be fully present during reflection, practice mindfulness and have the courage to be uncomfortable while reflecting. Action learning facilitators could encourage reflection by creating a safe learning environment, selecting a diverse action learning team, designing reflection time into the MDP and helping participants apply reflection tools. Originality/value Reflective practice enhances learning; yet there is a need to better understand reflective practice in an action learning context. This study provides empirical evidence of the aspects that influence the reflection process and outcomes as well as practical guidelines to participants and facilitators on how to promote reflection.

Action Learning and Excellence in Management Development

1988 ◽  
Vol 7 (5) ◽  
pp. 43-53 ◽  
Author(s):  
Charles J. Margerison
Keyword(s):  
Action Learning ◽  
Management Development
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