Download Action Learning, Leadership and Organizational Development by Clare Rigg, Sue Richards PDF

By Clare Rigg, Sue Richards

Unprecedented funding is being made in management improvement around the public region: management classes are turning out to be, and improvement is a center subject matter of organizational ability construction tasks. inside this, motion studying has attracted expanding curiosity as an procedure that could at the same time handle person and organizational improvement.

An extraordinary and scholarly assortment, this booklet collates very important examples and considers the proof for motion learning’s effectiveness. An vital learn for postgraduate scholars and researchers of human assets, education and improvement, this significant publication attracts vital insights to elevate new questions about the function of the facilitator, the price of a ‘bilingual’ skill with public provider matters and facilitation, comparisons with training and mentoring, and implications for utilizing motion studying in a politicized or hierarchical surroundings and on a consultancy basis.

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Read or Download Action Learning, Leadership and Organizational Development in Public Services (Routledge Studies in Human Resource Development) PDF

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Extra resources for Action Learning, Leadership and Organizational Development in Public Services (Routledge Studies in Human Resource Development)

Sample text

In the modern economy, those without life and work skills will go to the wall. A proportion will be drawn into crime as their own personal salvation. Working across the boundaries of prisons, probation and the employment service allows a focus on the particular needs of this special group, with the development of programmes which address their offending behaviour and also their educational disadvantage. These problems are individual to the service user or client rather than situational in the ‘community’ sense outlined above.

Questions are carefully considered at the problem reframing, goal setting, strategy development, and action implementation stages of the action learning process. Optimizing the power of action learning 35 Power to take action At least one member of the action learning group must have the power and authority to take the action or be assured that their recommendations will be implemented by the organization or sponsoring individual presenting the problem. In action learning, the most valuable learning occurs when action is taken, for one is never sure the idea or plan will be effective until it has been implemented (Pedler, 1997).

Since Knowles first delineated the features of andragogy, theoretical schools have developed around adult learning. In this chapter we will illustrate ways in which the five adult learning schools underpin action learning and contribute to its success. Some adult learning theories are more relevant than others in the analysis and description of action learning. These limitations appear as one analyzes the distinct elements of action learning. However, it is our purpose to highlight the potency of action learning due to the theoretical schools which support it.

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