Action Learning by Boshyk, Yury -- Read -- Imperial Library of Trantor

Index

Action Learning Action Learning History and Evolution

Contents Preface Acknowledgments Contributors

Part 1 Action Learning: History and Foundations 1 Explaining Traditional Action Learning: Concepts and Beliefs

Introduction Understanding action learning’s principal pioneer Basic precepts

Precept 1: When the velocity of change exceeds the velocity of learning, we are in trouble Precept 2: L = P + Q as a way to accelerate learning Precept 3: The problem or issue to be addressed by the action learning set/team is always real Precept 4: There are three basic forms of an action learning set/team Precept 5: The familiar versus the unfamiliar Precept 6: No designated leader Precept 7: Action needs to be balanced by reflection

Conclusion References

2 Remembering Reg Revans: Action Learning’s Principal Pioneer

Early years Student years Other postgraduate activities Seeds of action learning War clouds over Europe Management by fire Coal Board Manchester University The Belgian years (1965–1975) The Hospital Internal Communications (HIC) Project From Higher Downs From Tilstock Basics of action learning Anecdotes Honors A few indicative attributes Last days Notes

3 Reg Revans: Sources of Inspiration, Practice, and Theory

Parents and childhood Spirituality, Quakerism, and the practice of the “Clearness Committee” The Cambridge years and the Cavendish Laboratory (1928–1930, 1932–1935) World War II Work in the coal mines and the coal industry (1944–1946)

Management and the coal mines (1944–1945) in the U.K. Educational activity and action learning with volunteer coal miners from Central and Eastern Europe (1946)

Notes References

4 Revans: The Man and His Legacy

Introduction Glimpses of his personality and character (Robert L. Dilworth)

Anonymous benevolence Spartan existence Significance of graffiti As world traveler Dealing with conflict Revans as Johnny Appleseed Children taking the lead No computers allowed I should be running them, laddie A human Rolodex

A daughter’s view

His memory Love of music Fascination with nature Art Concern for those less well off Focus on how people learn Furniture maker Patient teacher, but with a ferocious temper at times Tastes in foods Religious beliefs Love of walking Declining health

David Botham, Friend and Protégé of Revans

Revans the maverick The humanitarian The importance of fresh questions Action learning as an autonomous learning process Emphasis on research

How he related to action learning sets (teams)

Hesitancy to define action learning Relevance of action learning to the here-and-now generation: The very heart of his legacy Comments on Revans (Mike Pedler)

A perspective on Revans and his legacy

Comments about the uniqueness of Revans (Alan Mumford)

Uniqueness of Revans A matter of charisma and presence Inveterate hankering of the tutor Oration versus written communication

What Reg meant to me (Verna J. Willis)

A Summary: Proof of the power of action learning References

5 National Level Experiments with Action Learning: Belgium and Beyond

Introduction The Belgian Experiment

The conceptual design Two-month orientation phase Three-month diagnostic phase Visit to America (one month) The action phase Impact of the Belgian Experiment

The Nile Project

Lessons learned

Applying knowledge gained in the Belgian Experiment to other national efforts References

Part 2 The Evolution of Action Learning 6 Milestones in the History and Worldwide Evolution of Action Learning

Introduction 1907–1925: Early years 1925–1935: University years 1932–1935: Back to Cambridge 1935–1945: Pioneering work in education and health care – World War II 1944–1950: Coal mines and miners – years at the Mining Association of Great Britain and the National Coal Board 1950–1955: Years as an independent research consultant 1955–1965: The Manchester years 1964–1965: Initiation of the Hospital Internal Communications Project (HIC Project) 1965–1974(5): Self-exile

First phase of the Belgian years (1965–1968) 1968–1974: Second phase of the Belgian years and preparation for the return to the U.K.

1974–2003: Revans – Back to the U.K: The explication, adoption, and evolution of action learning worldwide: Theory and practice Notes References

7 Action Learning in Different National and Organizational Contexts and Cultures

Introduction The nature and importance of national cultural differences A survey of some selected cultural dichotomies and how they can be related to action learning

Individualism versus collectivism Power Distance Masculinity Uncertainty avoidance Long- versus short-term orientation Field dependent versus field independent Inductive versus deductive reasoning A summary picture of national cultural dichotomies

Differences between domains, contexts, occupational groups, and corporate cultures in adapting action learning approaches

Domains and sectors Occupational groups Corporate culture

Some rules of thumb and resources that can be helpful An analysis of the hypothetical introduction of an action learning program in Japan

Some background notes Analysis of a hypothetical introduction of action learning – U.S. culture to Japanese culture Summary analysis

Conclusion References

8 Action Learning Today: Resources, Networks, and Communities of Practice

Publications by Reg Revans Archival and other primary sources

(A) Institutional Collections

(1) United Kingdom

University of Manchester Lancaster University

(2) Belgium

Archives of the Fondation Industrie-Université The Archives of the European Association of Management Training Centres (EAMTC) and the European Foundation for Management Development (EFMD)

(3) USA

Harvard University

(B) Private Collections

Selected publications relating to the history and evolution of action learning Action learning networks and communities of practice

Action Learning and Action Research Association (ALARA) Global networks and communities of practice Regional networks and communities of practice

Glossary

Introduction References

Index

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