Action Learning Drives the Emerald Academy

Autor/inn/en	Nalborczyk, Sarah; Sandelands, Luke
Titel	Action Learning Drives the Emerald Academy
Quelle	In: Action Learning: Research and Practice, 9 (2012) 1, S.51-61 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2012.656891
Schlagwörter	Case Studies; Organizational Objectives; Experiential Learning; Learning Processes; Alignment (Education); Industrial Training; Corporate Education; Management Development; Publishing Industry; Program Descriptions; Educational Practices; Educational Strategies; Learning Strategies + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Business goal; Unternehmensziel; Experiental learning; Erfahrungsorientiertes Lernen; Learning process; Lernprozess; Betriebliche Berufsausbildung; Gewerblich-industrielle Ausbildung; Industriebetriebslehre; Bildungspraxis; Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This account examines the action learning process adopted by Emerald Group Publishing Ltd., embedded in the organization through the in-company Emerald Academy. In case study format, the paper emphasizes that in order to align learning with organizational objectives joined up thinking and practice is needed beyond the learning and development function, with ownership taken of the process at all levels. To date the Emerald action learning corporate academy process is in its sixth year. It builds upon a tradition of management development through action learning which goes back to the early days of the company. Organizations seeking to develop a similar process would need to consider organizational commitment and readiness. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10