Action Learning and Action Research : Genres and Approaches.

Intro -- Title Page -- Copyrights Page -- Contents -- Foreword -- Acknowledgments -- Reviewers' Comments -- About the Authors -- List of Acronyms -- List of Tables -- List of Figures -- Introduction -- Chapter 1-Introduction to Action Learning and Action Research: Genres and Approaches -- Chapter Outline -- Introduction -- Aims, Scope and Contributions of This Book -- Learning and Research Paradigms in the Social Sciences -- AL and AR for Addressing 'Wicked' Problems in our Turbulent World through Relationships -- Sustainability -- Relationships -- Main Genres of AL and AR Discussed in this Book -- Reflections and Conclusions -- Topics for Discussion -- Further Reading -- References -- Part 1-Action Learning -- Chapter 2-Action Learning: Past, Present and Future -- Chapter Outline -- Introduction -- Action Learning: The Past -- Different Conceptions of Action Learning -- Action Learning: The Present State -- Talent and Leadership Development -- Organizational Learning and Restructuring -- Sales and Marketing -- Environment and Sustainability -- Product and Service Innovation -- Corporate Culture and Ethics -- Action Learning: The Future -- Conclusions -- Topics for Discussion -- Further Reading -- References -- Chapter 3-Lifelong Action Learning: Principles and Case Studies -- Chapter Outline -- Introduction -- Lifelong Action Learning -- GULL's Approach to LAL for Personal and Community Development -- Workplace -- Business-led Development -- People-focused Development -- Organization-led Development -- Community -- Cause-led Development -- Young Adult Development -- Non-governmental Organization-led Development -- Poverty Alleviation -- The Role of Self-directed Networks -- Conclusion -- Topics for Discussion -- Further Information and Reading -- References -- Chapter 4-Action Learning and Mindfulness for Mental Health in the Workplace.

Chapter Outline -- Introduction -- The Complementarity and Mutual Reinforcement of Action Learning and Mindfulness -- Self-awareness and Mental Health -- Developing Self-awareness through Action Learning and Mindfulness -- Developing Self-awareness through Action Learning. Action learning develops self-awareness through the norm of supportive challenge by peers in an action learning set, along with the challenge of doing something of significance about something important, -- Developing Self-awareness through Mindfulness. Vago and Silbersweig (2012) undertook a systematic review of 300 articles on ­mindfulness and developed the Self-Awareness, Self-Regulation, Self-­Transcendence model as an integrated, systems-based model, in -- Agency and Mental Health -- Building Agency in the Workplace through Action Learning -- Building Managerial Agency through Action Learning. Agency is a defining characteristic of action learning, which involves learning with and through action and reflection on the consequences of action, both intended and unintended. Action learning is typi -- Building the Agency of Non-managerial Employees through Action Learning.  Reg Revans famously suggested that you do not get a Professor of Medicine to solve the problems of nurses having to look after dying children. You get the nurses themselves to explo -- Building Agency in the Workplace through Mindfulness -- Building Managerial Agency through Mindfulness. Managers need to cope with their own thoughts and emotions when offering agency (some control and power) to non-managerial employees. A natural fear of losing control can impede the delegation of authority a.

Building the Capacity of Non-managerial Employees for Agency through Mindfulness. Mindfulness builds the capacity of non-managerial employees to contribute effectively in an organization by taking up the authority, responsibility and opportunity provided -- Improving a Toxic Work Environment through Action Learning: A Doctoral Case Study -- Developing an Action Learning Intervention -- Developing Self-awareness through the Action Learning Intervention. The creative processes of drawing and storytelling employed in this research ­captured the experiences and feelings of the managers who formed the action learning group. This provided a s -- Building Agency through the Action Learning Intervention. After the first round of personal disclosure, the participating managers were asked to develop a picture of a changed workplace that incorporated the values that had been denied through the toxicit -- Reflections on Waddington's Action Learning Intervention -- Conclusion -- Topics for Discussion -- Further Reading -- References -- Chapter 5-Integrating Action Learning with Action Research (ALAR) -- Chapter Outline -- Introduction -- My Story of ALAR -- The Integration of ALAR -- ALAR Theory -- ALAR Practice -- ALAR Processes -- The Three Rs. The three Rs refer to relationships, reflection and recognition/reward. I have discussed the importance of relationships in Chapter 1 and reflection above. Recognition of the ALAR team's effort, achievements and learning outcomes at the end -- The Seven Cs. Zuber-Skerritt (2012, pp. 217-218) summarized the key values, strategies and behaviour of action learners/researchers, as the 7 Cs:.

The Three Es. Emancipation, empowerment and emergence (of a fairer, more just society) are the three outcomes of a successful ALAR project or program when participants have become (1) emancipated from the dictates of what is expected, 'normal' or dominant -- ALAR Successes -- Challenges Facing ALAR and ALAR Networks -- Additional Challenges -- Reflections and Conclusions -- Topics for Discussion -- Further Reading -- References -- Part 2-Action Research (AR) -- Chapter 6-Demystifying Action Research -- Chapter Outline -- Introduction -- The Structure of Human Knowing -- Different Patterns of Knowing -- Action Research as Practical Knowing -- The Theory of Action Research -- Three Practices of Action Research -- First-person Practice -- Second-person Practice -- Third-person Practice -- Modalities of Action Research -- Synthesis through Interiority -- Conclusions -- Topics for Discussion -- Further Reading -- References -- Chapter 7-Action Research for Self-study and Living-Educational-Theories -- Chapter Outline -- Introduction -- Living-Educational-Theories -- Knowledge Creation -- Knowledge Democracy -- Action Research -- Self-study of Teacher Education Practices -- The What of a Living Theory Approach -- The Why of a Living Theory Approach -- The How of a Living Theory Approach -- Living Theory Research Processes -- Masters and Doctoral Programs -- Challenges to a Living Theory Approach -- Conclusions -- Topics for Discussion -- Further Reading -- References -- Chapter 8-Educational Action Research -- Chapter Outline -- Introduction -- Educational Action Research -- First Person Research -- Practitioners' Research -- Collaborative Action Research -- Teacher Professional Development -- Examples from an Austrian Perspective -- The University Course "Teacher Education in Subject Areas" (PFL) -- A Primary School Participating in PFL.

Evaluation Outcomes and Research Findings across all PFL Courses -- The Masters Course "Professionalism in the Teaching Profession" (ProFiL) -- A Secondary School Participating in ProFiL -- Evaluation Outcomes and Research Findings across all ProFiL Courses -- Problems and Challenges of Action Research -- Reflections and Conclusions -- Change Projects Need Both Visible Challenges and Visible Success -- Change Projects Need Both Individual and Organizational Efforts -- Change Projects Need Both Flexible Plans and the Use of Windows of Opportunity -- Change Projects Need Active Persistence and Resilience as well as Patience -- Change Projects Need Both Accepting and Allocating Responsibility -- Topics for Discussion -- Further Reading -- References -- Chapter 9-Designing and Facilitating Systemic Action Research at Scale -- Chapter Outline -- Introduction -- What is the Systemic in SAR? -- The Nature and Scope of Some SAR Projects -- Implications of Systems Thinking for Action Research Design -- A Process for Understanding System Dynamics -- An Emergent Research Design with a Strong Bias Towards Methodological Pluralism -- Multiple Inquiry Groups Across an Organizational System -- Multi Stakeholder Engagement across the Problem Domain -- Open Groups with Changeable Membership -- Inquiries Kept as Unbounded as Possible -- Strong Contextually Situated Evidence -- Embedded Processes for Collective Analysis of Data to Build Ownership for Action -- A Networked Learning Architecture -- Distributed Leadership across the System -- Designing SAR -- Structured Large-system Action Research -- Movement-based Action Research Processes -- Conclusion -- Topics for Discussion -- Further Reading -- References -- Chapter 10-Action Science -- Chapter Outline -- Introduction -- Intrapersonal and Interpersonal Dynamics -- Theory of Action -- Organizational Learning.

Concepts and Processes for Developing Model II.

Action Learning and Action Research deepens understanding and contributes to new knowledge about the theory, practice and processes of Action Learning (AL) and Action Research. It clarifies what constitutes AL/AR in its many forms and what it is not.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.