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Interpreting Action, Learning, and Experience: Integrating Action Learning and Experiential Learning for HRDBy: Roland Yeo and Dr. Michael Marquardt
This article provides a comparative analysis and critique of action learning (AL) and experiential learning (EL), identifying emerging conceptual perspectives that contribute to human resource development (HRD).
Using Action Learning for Organization Development and ChangeBy: Arthur M. Freedman, MBA, Ph.D., MALC
This article conveys some practical information about the application of a powerful tool, Action Learning (AL) theory, method, and skills for organization development and change (OD&C) practitioners.
The ROTAR Discipline – Enhancing the Power of Action LearningBy: Dr. Billy Coop
Simply described, Action Learning is both a process and a powerful program that involves a small group of people solving real problems while at the same time focusing on what they are learning and how their learning can benefit each group member and the organization as a whole.
Complex Problem Solving Through Action Learning: Implications for Human Resource DevelopmentBy: Dr. Michel Marquardt and Roland Yeo. 2012.
This paper argues that complex problems can be used as opportunities for Action Learning, and examines the interrelations between problem solving and Action Learning.
The Coach as Catalyst for Action LearningBy: Dr. Michel Marquardt
Examines the way in which the Action-Learning coach operates, how he or she builds the learning climate of the group, the distinction between the role and actions of an action-learning coach and those of a group facilitator, how and when the action-learning coach intervenes and the art and skill of asking questions.
Action Learning Research: A Systematic Review and Conceptual FrameworkBy: Yonjoo Cho and Toby Marshall Egan
Despite considerable interest in Action Learning, no systematic investigation of Action Learning literature has been reported. Studies selected from the systematic literature review process are highlighted, and Revans’s balance issue and the quality of select studies are discussed. A conceptual framework for the future studies of action learning, key concluding themes, and the limitations of the study are also articulated.