Literaturnachweis - Detailanzeige
| Autor/in | Scott, Daniel |
|---|---|
| Titel | How Do Facilitators Most Effectively Support CAL?: An Account of Practice of a Facilitator's Research Project |
| Quelle | In: Action Learning: Research and Practice, 16 (2019) 3, S.266-279 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1476-7333 |
| DOI | 10.1080/14767333.2019.1655926 |
| Schlagwörter | Experiential Learning; Facilitators (Individuals); Research Projects; Research Methodology; Data Collection; Data Analysis; Emotional Response; Power Structure; Role; Resistance (Psychology) |
| Abstract | While on my own journey of personal development in action learning facilitation, I conducted a research project in response to the question: How do facilitators most effectively support Critical Action Learning (CAL)? From selecting the topic and establishing the methodology, through to collecting data and analysing the results, this account shares what I learned throughout the process -- as both a first-time researcher and a growing advocate of CAL in organisations. The results of the study were not what I expected. Although I had learned action learning facilitation should always be neutral and learner-led, the results raised significant questions for me around the potential use of more structured and directive approaches to better enable CAL to create real change in organisations. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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