Inquiring into the Dilemmas of Implementing Action Learning. Innovative Session 6. [Concurrent Innovative Session at AHRD Annual Conference, 2000.]

Autor/inn/en	Yorks, Lyle; Dilworth, Robert L.; Marquardt, Michael J.; Marsick, Victoria; O'Neil, Judy
Titel	Inquiring into the Dilemmas of Implementing Action Learning. Innovative Session 6. [Concurrent Innovative Session at AHRD Annual Conference, 2000.]
Quelle	(2000), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Definitions; Experiential Learning; Instructional Design; Labor Force Development; Learning Processes; Learning Theories; Literature Reviews; Theory Practice Relationship; Training Methods; Training Objectives + Suchen Sie Ihr Suchwort? Begriffsbestimmung; Experiental learning; Erfahrungsorientiertes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Arbeitskräftebestand; Learning process; Lernprozess; Learning theory; Lerntheorie; Theorie-Praxis-Beziehung; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	Action learning is receiving increasing attention from human resource development (HRD) practitioners and the HRD management literature. Action learning has been characterized as follows: (1) working in small groups to take action on meaningful problems while seeking to learn from having taken the specified action lies at the foundation of action learning; (2) learning through a cyclical process of taking action, consciously reflecting on that action, drawing conclusions from this reflection, and taking revised subsequent actions; and (3) using learning coaches to help guide the process of action and reflection while refraining from giving specific advice. The following distinct approaches to action learning have been identified: tacit school; scientific school; experiential school; and critical reflection school. When implementing action learning, practitioners are typically confronted by the following three dilemmas: (1) "weathering" the disorientation learners often feel when first exposed to action learning; (2) "trade-offs" in project design; and (3) resistance to action learning. Six strategies for overcoming these dilemmas are as follows: (1) providing patient and artful coaching; (2) using observations and reflective questions; (3) choosing action learning group participants carefully; (4) empowering action learning teams to identify solutions and act on problems submitted to them; (5) ensuring team diversity; and (6) allowing time for learning and learning coaching. (Contains 40 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01