An Emerging Action Learning Framework to Foster Individual Transformative Learning during Management Development Programmes

Autor/inn/en	Robertson, Jane; Terblanche, Nicky; Le Sueur, Heidi
Titel	An Emerging Action Learning Framework to Foster Individual Transformative Learning during Management Development Programmes
Quelle	In: Action Learning: Research and Practice, 18 (2021) 2, S.102-120 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2021.1884043
Schlagwörter	Teamwork; Problem Solving; Management Development; Transformative Learning; Higher Education; Leadership Qualities; Skill Development; Workshops; Inservice Education; Readiness; Interpersonal Relationship; Group Dynamics; Reflection; Locus of Control; Self Esteem; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Problemlösen; Pädagogische Transformation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Führungseigenschaft; Kompetenzentwicklung; Qualifikationsentwicklung; Lernwerkstatt; Schulung; Berufsbegleitende Ausbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gruppendynamik; Self-esteem; Selbstaufmerksamkeit; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Insights into the learning environment are required especially when applying action learning commonly used in management development programmes (MDPs). The study reports on an emerging action learning conceptual framework that fosters an environment for individual transformative learning in an MDP. The purpose of this research was to make clear the often invisible and visible individual transformative learning that can result from action learning. In using a narrative enquiry approach, participants on an MDP shared their action learning experience. Five phases of qualitative research were conducted using narrative enquiry. Phases one and two were pilot stages, phase three applied McCormack's lenses to transcripts and hand-drawn images, which resulted in interpretive stories. Themes were identified and applied to the design of the framework and can be classified as antecedents, process and outcomes. Antecedents include readiness to learn, supportive relationships and a diverse team. Process includes active reflection and managing the need for control. Individual transformative learning outcomes include multiple perspectives, self-awareness and self-confidence. Phase five involved getting feedback from action learning facilitates on the emerging framework. This emerging conceptual framework can guide action learning facilitators and participants in fostering an individual transformative learning environment during action learning in an MDP context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01