Action Learning Issues.

Titel	Action Learning Issues.
Quelle	(1998), (33 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Learning; Cognitive Style; Experiential Learning; Followup Studies; Foreign Countries; Graduate Study; Higher Education; Labor Force Development; Learning Processes; Organizational Change; Organizational Climate; Student Attitudes; Systems Approach; Training Methods; Transfer of Training; United Kingdom; United States + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Cognitive styles; Kognitiver Stil; Experiental learning; Erfahrungsorientiertes Lernen; Follow-up studies; Kontaktstudium; Ausland; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitskräftebestand; Learning process; Lernprozess; Organisationswandel; Organisationsklima; Schülerverhalten; Systemischer Ansatz; Didaktik; Trainingsmaßnahme; Training; Transfer; Ausbildung; Großbritannien; USA
Abstract	This document contains four papers from a symposium on adult learning issues and human resource development (HRD). "Creating a Systemic Framework for the Transfer of Learning from an Action Learning Experience" (Suzanne D. Butterfield, Kitty Gold, Verna J. Willis) discusses a study of the organizational elements that affect learning and transfer of learning in the organization. "Verifying Themes in Action Learning: Implications for Adult Education and HRD" (Verna J. Willis, Jennifer Deans, Harold Jones) is the report of a follow-up telephone survey of 14 HRD graduate students who pioneered action learning at a southeastern university during 2 quarters in 1996. "Commitment of Action Learners in an Unfamiliar Setting to Clients, Other Set Members, and the AL (Adult Learning) Process Itself" (Verna J. Willis, Robert L. Dilworth) describes how five diverse action learning sets worked with manager-clients of a university hospital in the United Kingdom to help resolve serious dilemmas posed by merger, reorganization of services, and facility closing. A model of how an individual's perspective changes as the individual becomes a team member and as the team progresses through action learning is proposed in "Cognitive Frame Phrases in an Action Reflection Learning(TM) Program" (ARL[TM] Inquiry). (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC