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1.
This article concerns the origins of the idea of action learning, especially the claim by Revans that his Memorandum on ‘The Entry of Girls into the Nursing Profession’ in Essex hospitals written in 1938 was the first step in the development of action learning. Whilst Revans repeatedly made this claim, there is no evidence in the actual words of the Memorandum to support it, and he never explained the basis for his belief. Why Revans saw this paper as a first step is therefore a mystery. In this paper we examine the circumstances of the production of the Memorandum to find possible answers. After discussing the evidence we conclude that Revans’ claim is based on the ideas and insights which occurred to him in 1938 in his research and thinking, rather than upon what he actually wrote. We also suggest some defining aspects of action learning can be traced back to ideas first stimulated in the research and production of the 1938 Memorandum, including the importance of first-hand knowledge in tackling organisational problems; the limitations of expert knowledge in complex conditions; the impact of hierarchy on the flow of knowledge; the importance of problem ownership in bring about action for improvement and the primacy of learning in the processes of problem-solving and innovation. 相似文献
2.
Alan Mumford 《Action Learning: Research and Practice》2006,3(1):69-76
Kurt Lewin's epigrammatic paradox is particularly true for action learning. Marquardt and Waddill (2004), and previously Yorks O'Neil and Marsick (1999) have approached the issue of the relationship between theory and action learning by looking at a variety of theories which they have placed in ‘schools’. This provides an interesting analysis, but may be less well fitted to demonstrate the ‘practical’ element in Lewin's statement. While it is interesting for many of us to know that our ideas or our actions can be interpreted and, even better understood, in relation to a school, it is my experience that for many people action is more related to the ideas of a particular individual rather than to a diffuse categorisation such as a school. From this perspective, it is even more bizarre than it first seemed that Reg Revans, otherwise acknowledged by Marquardt and Waddill as their main source about action learning, does not appear in any of the five schools they have created. Moreover, the twenty six names they include in their schools embrace a number of theorists who are really peripheral in terms of the specifics of action learning, whatever their merits as general theorists about learning in total. In this article I look at the potential for understanding about, and implementation of, action learning through the work of the five theorists who I believe to be most significant. Significant because of the content of their theories, and because they are theorists most likely to be known to, and at least partially understood, by facilitators of action learning. 相似文献
3.
This article lays out a model of action learning for catalyzing strategic innovation in mature organizations that are faced with a new competitive playing field. Central to this model is the development of a set of sophisticated cognitive capabilities—sensemaking, strategic thinking, critical thinking, divergent thinking, conceptual capacity and a malleable learning orientation. The learning design provides challenge, opportunity and support for overcoming organizational orthodoxy that can otherwise hamper innovation. Examples from the Chubb Global Executive Program are used to identify and discuss key cognitive, contextual, learning and design elements of this model. 相似文献
4.
Lee Beniston Jeff Gold James Roberts Richard Thorpe 《Action Learning: Research and Practice》2014,11(3):311-329
There is increasing evidence that action learning is valuable in a higher education setting. This paper goes on to report a personal development programme, based on principles of critical action learning, where the aim is to equip early-career scientists and engineers working in a university setting with the knowledge, skills and confidence to approach the management of innovation. After learning about action learning and critical reflection, the participants, all postdoctorate researchers, completed innovation projects at work, meeting in action learning sets as they proceed. We explain a method of critical thinking before reporting results from an evaluation study based on interviews and focus groups. We consider examples of projects undertaken before considering challenges for students with this approach to learning. Challenges included scepticism about the usefulness of management literature, difficulties in finding ‘problems’ within the constraints of postdoctoral work, and the discomfort and intensiveness of action learning. However, through adaptation by the tutors with students, some significant results were achieved. 相似文献
5.
This article is about what action learning is in the twenty-first century. In 1983 Reg Revans explained how action learning differed from seven phenomena with which it had been confused. This article explores how action learning differs from seven further phenomena with which it is currently confused. The article details similarities and differences between action learning and self-directed teams, coaching, focus groups, action research, seminars, problem-based learning and experiential learning. 相似文献
6.
Over the past fifty years or so, there have been numerous attempts to give a clear definition of action learning and explanations of how to design and operate action learning programs. Also, there have been a number of academics who have tried desperately to engage action learning and link it to academic degrees. This paper attempts to explain the emergence of the Revans Centre for Action Learning and Research based at the University of Salford in England and highlight its distinctive features compared with other organizations and/or institutes. A series of examples are given which demonstrate the philosophy of application of the work of the Revans Centre and how it views professional practitioners and academics interfacing and learning from one another. Specific programs are identified and described which show how individuals registered in these programs participate in and use action learning to learn and to accomplish particular program requirements. Finally, the paper puts forward some of the intellectual developments which have progressed since the Centre was officially opened in December 1995. 相似文献
7.
Reginald W. Revans 《Performance Improvement Quarterly》1998,11(1):23-27
Reginald W. Revans, who is widely known as the “father” of action learning, has written numerous books and articles over the years on action learning. They are filled with insights and serve to place the concept in historical perspective. These sketches represent an assembly of such insights excerpted from Revans' writings. The opening sketches were expressly developed by Revans for this issue of Performance Improvement Quarterly. What follows is an array of sketches selectively drawn from Revans' earlier work. 相似文献
8.
A. E. Barker 《Performance Improvement Quarterly》1998,11(1):9-22
This article attempts to provide a short profile of Professor R. W. Revans—the founding father of action learning. It traces a life which quickly indicated intellectual and athletic gifts—with determination and deep humanitarianism. In the 1930s, Revans cleaned the blackboard for Einstein and was the last doctoral student of J.J. Thomson (father of the electron) at the Cavendish Laboratories (Cambridge), where Baron Ernest Rutherford headed the laboratory and worked to split the atom. Revans' work before, during, and after the war is referred to, mentioning his days at the Coal Board, Manchester University, the HIC (Hospital Internal Communication) project, Belgium, and finally mentioning some current action learning developments. 相似文献
9.
Michael J. Marquardt 《Performance Improvement Quarterly》1998,11(1):113-128
Action learning was developed by British physicist and professor Reginald Revans over 50 years ago and has had a growing degree of success in the Western/Anglo-Saxon cultures of the U.S., Canada, northern Europe, Australia, and New Zealand. Few examples of successful implementation of action learning exist, however, with the remaining 90% of the world. Un-awareness of action learning may account for some of the limited use of action learning in these regions. The author contends, however, that another reason may be that cultural values and practices in many part of the world do not “fit” as naturally with action learning values and practices. Key action learning elements such as diversity of set membership, taking action absent the presence of authority, and frankly sharing the learning experience are more difficult for non-Western cultures to implement. The article concludes with strategies for overcoming these cultural obstacles and steps for building on the synergies of culture in having successful action learning programs in multicultural groups. 相似文献
10.
Dr. Shirley Simon 《Research in Science Education》1992,22(1):358-366
Concerns about pupils' underachievement have stimulated various curriculum and assessment innovations in recent years. One
such innovation is the British Graded Assessments in Science Project (GASP). Research focusing on the implementation of GASP
highlights issues about the process of educational change, and raises the question of whether innovators take into account
lessons learned from past innovations. This paper reports on two case studies of GASP implementation, showing the degree to
which teachers took on board the philosophy of the scheme. The results show that even volunteer teachers, familiar with GASP,
exhibit barriers to change which are well documented in the literature. One conclusion is that those developing and supporting
curriculum and assessment innovation should be informed by past experience, and find real ways of helping teachers to make
the changes which are required to meet the demands of the innovation.
Specializations: assessment, investigations in science, progression in learning science. 相似文献
11.
Judith T. M. Gulikers Piety Runhaar Martin Mulder 《Journal of Vocational Education & Training》2018,70(2):212-231
This contribution shows an example of how an assessment innovation can serve as a flywheel for changing teaching and learning. This article first explains the development of an authentic, competence-based performance assessment in pre-vocational secondary education (pre-VET). Using these assessments in pre-VET, that is preparatory to VET, is important for motivating students for a future in VET. Second, in an action research 34 teacher teams of 11 pre-VET institutions implement the new assessment, supported by researchers and teacher coaches, to illuminate how it motivates students, prepares them for VET, and influences teaching and learning. Data from 76 teachers, 68 students, 24 teacher coaches and 3 researchers showed how implementing these assessments raised questions about changing educational content and pedagogy to fit a competence-based approach. Increasing teachers’ expectations of students, changing student-teacher interaction patterns, and developing teachers’ practical understanding of competencies and how they can be observed and discussed in assessments are some of the intriguing challenges that require further support for proper implementation of competence-based assessments and developing an aligned competence-based teaching and learning process. 相似文献
12.
Jose R. Casar 《European Journal of Engineering Education》2000,25(2):115-121
In essence, the paper defends, from different points of view, the existence of a synergy between research and education. The synergism thesis requires the institutional acceptance of two principles: (i) education of engineers as the creation of a pro-innovation attitude; and (ii) research as an open-minded compromising attitude with progress of valuable knowledge. Based on these premises, this paper denies the existence of a good research–bad teaching paradox and instead claims that research-oriented centres are better prepared to boost modern engineering skills and foster innovation attitudes, including motivation for entrepreneurship. The contribution concludes with the corollary that the well-known European paradox on innovation (good research - little innovation) will progressively disappear as the concept of synergy between good research and good education is extended. 相似文献
13.
John Trantom 《Action Learning: Research and Practice》2013,10(3):246-253
This account of practice considers action learning within an accredited leadership course at a post-1992 university. It outlines a more individualistic approach than that envisioned by Reg Revans and questions how this technique, inherited from a Staff Development colleague, could potentially be improved. 相似文献
14.
This paper presents evidence from a unique reform model that allowed teachers and other educators in a large urban district to collaborate with one another in the development of an innovation meant to improve student ownership and responsibility. In this longitudinal case study, we describe school stakeholders’ learning about the design, the process of knowledge-transfer to school teams, and how school teams shared their ongoing learning with one another. School implementation teams were initially reluctant to share their learning with one another. By engaging in a shared innovation development process with structures for routine sharing, over time, implementation team members were increasingly interested in sharing their learning with one another. We discuss the implications for school improvement efforts. 相似文献
15.
Jeffrey Gold 《Action Learning: Research and Practice》2014,11(3):264-277
The classical principles of action learning, based on the work of Revans, usually include working with problems as the core. This article aims, by contrast, to show how a recent project of change has incorporated principles of appreciative inquiry (AI) based on social constructionism and positive psychology into an action learning process involving a wide range of participants. The concern for problems is considered showing that the process of diagnosing a problem can reinforce a deficit orientation. The key ideas of AI are presented, highlighting the purpose of finding out what is going on in terms of what is working well, and in doing so, it becomes possible to build a picture of the strengths and virtues of what is happening at work. Based on findings from a recent project of culture shift in a design and production company, a process of positive action learning is considered. 相似文献
16.
Involvement in a number of action-learning programmes and associated development opportunities has led the Professional Development Centre Limited to question the relevance of a strict adherence to the ‘rules’ of action learning as described by Reg Revans. A deliberate focus of one such programme to a financial services organisation offered some insights into the challenges of introducing action learning into the field. Pressures on organisations of time and business expedients might make them believe that action learning is too slow a technique to offer real rewards. However, elements of the action-learning story do resonate in the workplace, key concepts that appear to ‘stick’ are listening, questioning and equality. The utilisation of these skills enhances leadership and organisational development and can still provide a useful set of actions to aim for. This is especially true in problem solving and the way in which respect and equality can re-create a different environment or development space. 相似文献
17.
Collaborative research for sustainable learning: the case of developing innovation capabilities at Volvo Cars 总被引：1，自引：1，他引：0
Sofia Börjesson 《Action Learning: Research and Practice》2011,8(3):187-209
This paper aims to make a contribution to the stream of literature on action research by describing a longitudinal collaborative research project which evolved out of a long-term, participation partnership with Volvo Cars. The collaboration was aimed at developing innovation capabilities in the company and accumulating knowledge on how capabilities are developed. The paper provides insights into the design of collaborative research projects to enable mutual, sustainable learning. It draws on key notions in the literature on collaborative management research and action learning, highlighting the research design of the project at Volvo Cars and its relations to action learning. The paper describes how the research design opened the way to establishing a learning system at Volvo Cars while simultaneously generating new scientific knowledge within the area of innovation capabilities. The paper provides rich and detailed data on a collaborative research setting and highlights key aspects related to organizing and undertaking collaborative research. 相似文献
18.
Christina Lim-Ratnam Matthew Atencio Christine Kim-Eng Lee 《Educational Research for Policy and Practice》2016,15(3):231-246
The Singaporean education system has recently shifted emphasis from being highly centralised and standardised towards one that aims to promote innovation and autonomy at the school level. Yet, the concomitant move towards a more decentralised and flexible curriculum enacted and controlled at the local level has not been straightforward. Consequently, Hargreaves, Shirley, and Ng have described five paradoxes of educational and social change that characterise Singapore’s continued performance in academic achievement. One of these paradoxes is the paradox of control: How could the Ministry of Education (MOE) release classroom decision making and curriculum development to teachers and schools, while maintaining overall control across the system? They respond that the MOE maintains a fine balance characterised as bottom-up innovation with top-down support that requires further investigation. In this paper, we illustrate the implementation of an active learning curriculum in four primary schools to illustrate this approach of ‘top-down support for bottom-up’ curricular innovation in schools. In Singapore, the ‘Teach Less, Learn More’ movement has ignited school-based development of innovative curricula to bring about active learning, with the intention of developing pupil attributes such as creativity, collaboration, and self-confidence. Our case study explores how practitioners implement a curriculum that is meant to nurture a more emancipatory spirit in students that builds up their confidence and collaboration through active learning. A key premise is that such a curriculum requires practitioners’ autonomy to interpret the goals and desired outcomes and to plan their pupils’ learning experiences. 相似文献
19.
有机化学实验教学中渗透创新教育的研究与实践 总被引：5，自引：0，他引：5
实施素质教育的核心是创新教育,创新教育的重点是培养学生创新精神和实践能力.该文从有机化学实验方案的设计、学会质疑培养创新意识、克服心理障碍培养创新心理素质、培养学生的创新人格、尝试运用有助于创新的思维模式分析和解决问题等方面介绍了作者在有机化学实验教学中渗透创新教育的研究与实践. 相似文献
20.
This paper considers the impact of a small-scale action research project which focused on the development of an emergent approach to curriculum making in a general certificate in secondary education course in geography. In this context, we argue that complexity thinking offers a useful theoretical foundation from which to understand the nature of dynamic pedagogic change resulting from the application of action research methods. Results show that process-focused curriculum change can bring about shifts in both learning and assessment. This is seen as being the result of an emergence orientated approach to action research as a counter to more reductionist approaches which are often used and advocated in educational settings by teachers. We conclude that a combination of complexity thinking and action research can offer a valuable medium through which the educational needs of learners and teachers can be addressed in different, localized contexts. 相似文献