Understanding the Causal Path between Action, Learning, and Solutions: Maximizing the Power of Action Learning to Achieve Great Results

Autor/in	Leonard, H. Skipton
Titel	Understanding the Causal Path between Action, Learning, and Solutions: Maximizing the Power of Action Learning to Achieve Great Results
Quelle	In: Action Learning: Research and Practice, 12 (2015) 1, S.22-36 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2014.977222
Schlagwörter	Experiential Learning; Role of Education; Problem Solving; Leadership Training; Coaching (Performance); Causal Models; Skill Development + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Bildungsauftrag; Problemlösen; Führungslehre; Kausalanalyse; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Clients and practitioners alike are often confused about the ultimate purpose of action learning (AL). Because of the title of the method, many believe the primary goal of AL is to generate learning. This article clarifies the relationship between action, learning, and solutions. It also provides historical evidence to support the conclusion that the first purpose of AL has been, and should be, achieving effective and creative solutions to complex, critical, and urgent problems. The power of AL to develop leadership skills is explained and a useful problem-solving mental model, the cycle of effective problem-solving, is presented. The cycle can be used by the coach to generate questions that encourage teams to reflect on its problem-solving process and thereby promote the learning that will improve the team's performance and lead to higher solution quality. Several examples are provided to illustrate how the cycle of effective problem-solving can be used. (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	2020/1/01