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1.
This paper presents the findings from a project investigating management development for SME managers using an action learning programme, combining both face-to-face workshops and a virtual action learning environment. This programme was undertaken as part of the ENSeL (Engaging Networks for Sustainable eLearning) project, which was supported by the European Commission. The project aimed to address three main objectives: reworking results from previous European projects to disseminate to a wider audience, creating a learning network amongst the project partners and to undertake three learning trials with SMEs in UK, France and Italy. This paper principally addresses the findings from the UK trials, which ran between February and April 2005, and provides valuable learning to all those interested in developing future learning programmes aimed at SMEs. 相似文献
2.
Relevant and timely learning for busy leaders 总被引：1，自引：1，他引：0
Julia Claxton Jeff Gold Claire Edwards Gary Coope 《Action Learning: Research and Practice》2009,6(1):63-70
Lord Leitch was commissioned by the Chancellor in 2004 with a remit to ‘identify the UK's optimal skills mix in 2020 to maximise economic growth, productivity and social justice and to consider the policy implications of achieving the level of change required.’ In the 2006 Budget, the Chancellor asked Lord Leitch to consider how to better integrate employment and skills services at a local level. In his final report ‘Prosperity for all in the global economy – world class skills’ Leitch states the need to further improve management and leadership skills in the UK recommending that the UK should aim to be a world leader on skills by 2020. One of the key ways to maximize economic growth is through leadership of small and medium enterprise. In response to this Leitch report and in conjunction with the Sector Skills Councils, an action learning opportunity was made available for leaders in the retail and leisure sectors in Merseyside. Alongside the government also highlighted a need for skill development in ‘inspirational’ leadership in particular. To make learning and development ‘relevant and timely’ for busy leaders, action learning is often a preferred option. This paper looks at three particular aspects of using action learning with leaders in the retail and leisure sectors. Firstly, how commitment to engage with the process was created and fostered, in light of work pressures and long working hours. Secondly, the factors that encouraged each member to feel, and act upon, a sense of responsibility for each others' learning and development, rather than just their own, and, thirdly, a frank look at some of the difficulties which arose which could have threatened the effectiveness of the learning. 相似文献
3.
Liselore Crul 《Action Learning: Research and Practice》2014,11(2):215-224
This account of practice outlines the Oxyme Action Learning Program which was conducted as part of the Management Challenge in my final year of the MSc in Coaching and Behavioral Change at Henley Business School. The central research questions were: (1) how action learning can help to solve wicked problems and (2) what the effect of an action learning program is on the individual set members, the set and the organization as a whole. This paper also describes my personal development as a facilitator of change and ends with key learnings and recommendations for future action learning programs. 相似文献
4.
John Stibbs Headteacher 《School Leadership & Management》2013,33(3):217-220
This paper reports some of the findings from an evaluation of the New Visions programme, piloted by the National College for School Leadership in 2002–2003. The programme is targeted at school leaders in their first three years of headship and has a strong emphasis on experiential learning. The evaluation evidence is deployed against an earlier literature review on leadership development in education. The findings show that participants were mostly very positive about their New Visions experience. The conclusion suggests that the process-rich approach of New Visions could be widened to include other leadership development programmes, within and beyond NCSL. 相似文献
5.
Marilyn J. Amey 《Community College Journal of Research & Practice》2013,37(9-10):689-704
ABSTRACT Community College leaders face new and diverse challenges, often requiring different orientations to leadership than were effective previously. Yet, focusing on leadership as a series of career stages through which particular skills and techniques are learned often leaves leaders without the capacity to do the adaptive work required of their changing organizations. Conceptualizing leadership as an on-going process of learning relinquishes the need for a specific career orientation, and focuses on developing and sharing leadership throughout the college. Taking this approach uncovers mental models that affect how administrators see the world and, therefore, act within any environment. It shifts the goal of leadership preparation to understanding the concepts (and processes) of transforming organizational reality, challenging organizational status quo, and of deep change. It also ties leadership more directly to creating learning environments for leaders and others, which is important for community colleges interested in fulfilling the role of learning colleges. A model presenting leadership as learning concepts is presented, showing changes over time reflecting cognitive development of leaders and followers. 相似文献
6.
In 2011 to 2012, 48 schools in the Northern Territory, South Australia and Queensland participated in the Principals as Literacy Leaders with Indigenous Communities (PALLIC) project. Central to this project was the establishment of positive working relationships between school principals and Indigenous community leaders in order to improve Indigenous literacy rates. Professional development in leadership skills and effective literacy instruction was provided through five professional learning modules. Participants worked together to create an action plan to support the literacy achievement of Indigenous students in their schools and communities. This article presents a case study of one participating school in Northern Queensland that successfully utilised the PALLIC framework to facilitate leadership actions and activities between Indigenous community and school leaders in order to form productive partnerships for the teaching of reading. In particular, the case study highlights the way that school leaders and Indigenous leaders established shared leadership and shared ways of learning in the school for reading outcomes of Indigenous students. 相似文献
7.
Jill Jameson Gill Ferrell Jacquie Kelly Simon Walker Malcolm Ryan 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):949-967
Trust and collective learning are useful features that are enabled by effective collaborative leadership of e‐learning projects across higher and further education (HE/FE) institutions promoting lifelong learning. These features contribute effectively to the development of design for learning in communities of e‐learning practice. For this, reflexivity, good leadership and the capacity to engage in innovation is crucial to team performance. This paper outlines a serendipitously useful combination of innovative models of collaboration emerging from two 2005–06 UK e‐learning pilots: the Joint Information Systems Committee (JISC) e‐Learning Independent Study Award (eLISA) and JISC infoNet Collaborative Approaches to the Management of e‐Learning (CAMEL) projects. The JISC‐funded eLISA Distributed e‐Learning (DeL) project set up a collaborative partnership among teachers to try out LAMS and Moodle using study skills in e‐learning. Simultaneously, the JISC infoNet CAMEL project developed a model of collaborative approaches to e‐learning leadership and management across four UK HE/FE institutions. This paper proposes two new theoretical collaborative team leadership and operational models for e‐learning projects, including indices of trust, reflexivity and shared procedural knowledge, recommending that these models are further developed in future communities of e‐learning practice in institutions promoting lifelong learning. 相似文献
8.
《Africa Education Review》2013,10(1):51-67
Abstract In this article we critically engage with some of the challenges and issues pertaining to the implementation of the Advanced Certificate in Education: School Leadership following a national agreement by the national Department of Education, provincial education departments and several universities. The rather idealised vision of the programme to provide learning opportunities to promote quality education in South African schools through the development of a corps of education leaders who apply critical understanding, values, knowledge and skills to school leadership and management in line with the vision of democratic transformation seemingly meshed with our own approach to the development of leadership. However, consequent to the planning, budgeting and implementation of this school leadership programme we realised that realities posed serious challenges. In this paper we narrate how it became increasingly clear how “the devil is in the detail”. 相似文献
9.
Juanita Gamez Vargas 《Community College Journal of Research & Practice》2013,37(6):478-489
The author describes the process for developing a new Community College Leadership (CCL) curriculum for a certificate, master's, and doctoral degree in adult and higher education. The article details the research strategy in learning about Oklahoma's community colleges, existing national community college leadership programs, relevant courses needed for a leadership emphasis, and the desired methods to deliver such courses. The author describes the additional steps undertaken to create a relationship with Oklahoma's community colleges and their leaders. A qualitative study was conducted to learn from the community college presidents what challenges, knowledge, and skills future leaders needed to possess. The overarching theme that emerged from the study was the political nature of community colleges and leadership. This political theme placed all other themes secondary to the necessity of leaders being cognizant and skilled at being political beings. Even the theme of inadequate funding was linked to politics. The article concludes with detailed information on the new curriculum and future research and practical application. 相似文献
10.
ABSTRACTHuman resource development professionals in Higher Education are continually striving to develop efficient interventions to increase the capabilities of their leaders. As a result of evaluating feedback from an action learning (AL) programme designed and delivered in North West Higher Education Institutions in the UK for women in senior academic and professional service roles, we are able to share how AL can be utilised to transcend and supplement traditional leadership training. The article discusses the approach taken to support participants to develop vital leadership behaviours through the acquisition of critical questioning and reflective habits whilst developing strong supportive cross-institutional relationships with other higher education leaders. 相似文献
11.
Joseph Claudet 《Journal of Personnel Evaluation in Education》2002,16(1):29-43
This article presents an overview perspective on the potential benefits of applying multimedia technology to redesign and invigorate the career-long performance assessment and professional learning of school leaders. Funded design and development efforts of one multimedia project—the Administrator Case Simulation (ACS) Multimedia Library—focusing on the professional assessment and development of school principals involved in collaborative school leadership are highlighted. Project research teams at the ACS Multimedia Lab have focused in the past seven years on using available multimedia technologies to develop school leadership assessment and organizational learning case simulation resources for school principals and other school leaders. This article provides an overview of the multimedia case simulation concept, describes collaborative R&D project efforts involving regional and state school leaders, highlights multimedia case design features, and discusses implications of technology-integrated case designs for informing personnel assessment and evaluation programs and for enhancing the reflective thinking, decision making, and professional learning of school leaders. Finally, recommendations are offered for engaging in further research and development efforts using the integrated systems professional learning approach presented, and for creatively expanding technology-integrated case simulation designs to develop similar professional assessment and learning resources for all school leaders. 相似文献
12.
YIN CHEONG CHENG 《Cambridge Journal of Education》2003,33(3):417-439
This paper aims to report how school leadership is challenged by the three waves of education reform and development in Hong Kong. Since the 1970s, school leaders in the first wave were mainly concerned with achievement of the planned goals through improvement of teaching and learning. In the 1990s, school leaders of the second wave often focused on interface improvement through various types of quality inspection and assurance. In facing the challenges in the new century, the third wave of changes in Hong Kong is moving towards the pursuit of future effectiveness. The school leaders need to be concerned with enhancing educational relevance and creating new goals. This paper will discuss how the leadership conceptions and concerns of the third wave in Hong Kong are completely different from the traditional thinking. Implications are drawn for educators, policy-makers, and scholars in different parts of the world. 相似文献
13.
Chandana Sanyal 《Action Learning: Research and Practice》2019,16(2):159-165
This account of practice provides a practical example of the use of mindfulness practice within action learning which was a component of a bespoke UK Business School post-graduate leadership development programme commissioned by an English NHS Mental Health Trust aimed at improving the leadership capacity of mid-level managers through work-based learning. The article discusses background and context of the programme followed by how application of mindfulness exercises was integrated within the action learning process to encourage participants to be ‘in the moment’ as an added component of their leadership development. The aim of the paper is to share examples of practice applied within action learning. Finally, the paper asserts that the application of mindfulness exercises helped to enhance the action learning process by creating a calm, focused space for individual and collective reflections, enhancing the quality of engagement and enabling action learning members to take a more pragmatic approach to addressing the work issues raised within the action learning sets. 相似文献
14.
Phil Radcliff 《Action Learning: Research and Practice》2017,14(1):72-82
This account of practice encompasses a pilot virtual action learning programme with a small group of learners. This was an 18-month extension to the one-week Leadership Open Programme that the participants had previously completed at the Business School. It includes insights from an evaluation study completed in early 2016. It considers in particular the following issues: the structuring of a virtual event; the significance of maintaining continuity of learning; the need for commonality of reference points about leadership in order to enhance it; the selection of problems by participants; whether leadership development itself is a ‘wicked problem’ and the role and skills required of the tutor to add value to the learning experience. Amongst other benefits, the participants found the chance to build relationships broke down the loneliness of leadership and greatly enhanced their learning. These issues will be explored further in a review planned for early 2017. 相似文献
15.
Jack W. Lemon L. Pendleton Armistead Jane S. Armistead 《Community College Journal of Research & Practice》2013,37(2):159-167
To adapt to a changing environment, many community colleges are experimenting with new management and decision‐making structures. A number of these structures include self‐managed teams that consist of employees from various levels and areas of responsibilities. This study is an assessment of the effectiveness of team leaders at College of the Mainland, Texas City, Texas. The study included the identification of new leadership skills needed by team leaders and a comparison of the perceptions of team members with those of team leaders regarding the utilization of those new skills as well as the use of some of the more traditional leadership skills. Communication skills were found to be among the most valued within the team management structure. The implementation of preparation programs for team leaders that include the enhancement of communication skills was among the recommendations made. 相似文献
16.
Anthony Gioko 《Education and Information Technologies》2013,18(2):151-164
The Kenyan Government’s ‘Vision 2030’ demands technology integration in teaching and learning. The Kenyan educational context, including resources, the characteristics of the student population and the examination system creates a challenge to the current model of teacher professional development. A new leadership and management course for school leaders has been shown to have the potential to increase school leaders’ awareness of the benefits of technology. Trained school leaders are expected to provide “Professional learning” for the teachers that they are responsible for. A pilot training programme was completed by a first cohort drawn from 80 % of the schools in one district. Leaders from 15 schools were included and were taken through the modelled “Professional learning session” (PLS). Their response to the structure and content of the programme was explored in order to find ways to increase its impact. Data was collected using individual and focus group interviews, artefact analysis and observation. After the first cohort, a second cohort completed a revised version of the programme. The outcomes from the programme demonstrated that the inclusion of all stakeholders in the design of a long-term programme with contextualized content is critical. Collective follow-up including observation, feedback and action planning has a significant impact on professional learning. 相似文献
17.
Carol Wells Ikedola Animashaun Anneliese Gibb 《Action Learning: Research and Practice》2017,14(2):167-173
The assessed and supported year in employment (ASYE) is employer-led and provides a programme to support and assess newly qualified social workers (NQSWs) working with children and families and adults during their first year of employment. Action learning was brought into Cambridgeshire County Councils ASYE programme as a 12-month pilot from October 2015 to September 2016, with the view of providing an opportunity for the 55–60 NQSWs to develop critical thinking, problem-solving and leadership skills. This paper gives an account of the journey from the perspective of the roles of the accoucheur and action learning lead, ASYE Programme Lead and Evaluator and identifies key learning points. In writing this paper, the authors acknowledge the contribution of their colleague facilitators and the NQSWs who participated in action learning sets. 相似文献
18.
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
19.
Rachel Masika Gina Wisker Lanja Dabbagh Kawther Jameel Akreyi Hediyeh Golmohamad Lone Bendixen 《Gender and education》2014,26(1):52-69
In October 2010, an interdisciplinary group of female academics from a university in the Kurdistan region of Iraq initiated a collaborative research project with a UK university to investigate opportunities and challenges for female academics' research leadership in universities in the Kurdistan region of Iraq. The project aimed to develop female academics' research capacities using action learning and research principles, in order to focus on issues of concern to practitioners, seek understanding, reflect on activities and enhance them through needs identification–solution–reflection cycles and collaboratively seek solutions. The research uncovered socially constructed barriers to advancement shaped by socio-cultural issues and institutional practices, found exemplars of successful female academics and strengthened participants' research leadership capacities. We conclude that the expansion of female academics' capacities should be prioritised in the Kurdistan region of Iraq to harness their contributions to nation-building and economic development, goals that are explicitly emphasised in higher education policy statements. 相似文献
20.
The aim of this article is to investigate how the formal competence development activities provided by the Production Leap, a workplace development programme (WPDP), were interwoven with everyday work activities and to identify the conditions that enabled learning and employee-driven innovation that contributed to production improvement, in small and medium-sized enterprises (SMEs) in Sweden. The study adopts a qualitative case approach and draws on evidence from research conducted in four manufacturing SMEs that participated in this Swedish WPDP. Funded by EU authorities, WPDPs provide competence development activities to SMEs in order to boost their production capabilities and/or promote innovation. The findings reveal that the competence development activities provided by the programme triggered learning in everyday work activities and fostered the development of different approaches to employee-driven innovation in the enterprises. The conclusion is that it is essential to consider that employee-driven innovations may take different forms and involve functions that can support innovative learning that goes beyond minor adjustments to the existing standards of production. Moreover, employee-driven innovation may impose new demands on management leadership skills. The findings provide important guidance for future WPDPs, for vocational education and training or university activities that are customised to SME contexts to promote production capabilities, and for SMEs that aim to strengthen employee-driven innovation. 相似文献