481
Views
0
CrossRef citations to date
0
Altmetric
Articles

The pedagogy of action learning facilitation – a critique of the role of the facilitator in an organisational leadership programme

Pages 17-29 | Received 20 Sep 2023, Accepted 22 Nov 2023, Published online: 31 Jan 2024

References

  • Alexander, R. 2008. “Pedagogy, Curriculum and Culture.” Pedagogy and Practice: Culture and Identities 2: 3–27.
  • Anderson, L., and R. Thorpe. 2004. “New Perspectives on Action Learning: Developing Critically.” Journal of European Industrial Training 28 (8/9): 657–668.
  • Bion, W. R. 1961. Experiences in Groups and Other Papers. London: Tavistock Publications. [Reprinted London: Routledge, 1989; London: Brunner-Routledge, 2001.]
  • Boud, D., R. Cohen, and D. Walker. 1996. “Understanding Learning from Experience.” In Using Experience for Learning, edited by D. Boud, R. Cohen, and D. Walker, 1–17. Buckingham: SRHE and Open University Press.
  • Boud, D., and D. Walker. 1996. “Barriers to Reflection on Experience.” In Using Experience for Learning, edited by D. Boud, R. Cohen, and D. Walker, 73–87. Buckingham: SHRE and Open University Press.
  • Bourner, T., L. Beaty, and P. Frost. 1997. “Participating in Action Learning.” In Action Learning in Practice, edited by M. Pedler, 279–289. Aldershot: Gower.
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101.
  • Brockbank, A., and I. McGill. 2003. The Action Learning Handbook: Powerful Techniques for Education, Professional Development and Training. London: Routledge.
  • Carr, W., and S. Kemmis. 1986. Becoming Critical: Education, Knowledge and Action Research. London: London The Falmer Express. Routledge.
  • Casey, D. (2011) David Casey on the Role of the set Advisor. In Pedler, M. (Ed.). Action Learning in Practice (4th ed), Burlington, VT: Gower, pp. 55-70.
  • Cho, Y., and H. C. Bong. 2010. “Identifying Balanced Action Learning: Cases of South Korean Practices.” Action Learning: Research and Practice 7 (2): 137–150.
  • Coghlan, D., and T. Brannick. 2010. Doing Action Research in Your Organisation. 3rd ed. London: Sage.
  • de Haan, E., and I. de Ridder. 2006. “Action Learning in Practice: How do Participants Learn?” Consulting Psychology Journal: Practice and Research 58 (4): 216–231.
  • Dewane, C. J. 2006. “Use of Self: A Primer Revisited.” Clinical Social Work Journal 34 (4): 543–558.
  • Dilworth, R. L., and V. J. Willis. 2003. Action Learning: Images and Pathways. Professional Practices in Adult Education and Lifelong Learning Series. Melbourne.: Krieger.
  • Edmonstone, J. 2017. Action Learning in Health, Social and Community Care: Principles, Practices and Resources. Boca Raton, Florida: CRC Press.
  • Gibson, S. H. 2011. How Action-Learning Coaches Foster a Climate Conducive to Learning. Santa Barbara, CA: Fielding Graduate University.
  • Heron, J. 1977. Dimensions of Facilitator Style. London: British Postgraduate Medical Federation.
  • Heron, J. 1996. Co-operative Inquiry: Research Into the Human Condition. Folkestone, United Kingdom: Sage.
  • Heron, J. 1999. The Complete Facilitator's Handbook. London : Kogan Page.
  • Heron, J., and P. Reason. 2008. “Extending Epistemology Within a co-Operative Inquiry.” In The Sage Handbook of Action Research, 2nd ed., edited by P. Reason, and H. Bradbury, 366–380. London: Sage.
  • Hoe, S. L. 2011. “Action Learning: Reflections of a First-Time Coach.” Development and Learning in Organizations: An International Journal 25 (3): 12–14.
  • Hogan, C. 2000. Facilitating Empowerment: A Handbook for Facilitators, Trainers and Individuals. London: Kogan Page Limited.
  • Lamm, S. L. 2000. “The Connection Between Action Reflection Learning and Transformative Learning: An Awakening of Human Qualities in Leadership.” Doctoral Dissertation. New York: Teachers College, Columbia University.
  • Lawless, E. 2008. “Action Learning as Legitimate Peripheral Participation.” Action Learning: Research and Practice 5 (2): 117–129.
  • Leonard, H. S., and F. Lang. 2010. “Leadership Development via Action Learning.” Advances in Developing Human Resources 12: 225–240.
  • Lewin, K. 1946. “Action Research and Minority Problems.” Journal of Social Issues 2 (4): 34–46.
  • Marquardt, M., and S. Banks. 2010. “Theory to Practice: Action Learning.” Advances in Developing Human Resources 12 (2): 159–162.
  • Marquardt, M., H. S. Leonard, A. Freedman, and C. Hill. 2009. Action Learning for Developing Leaders and Organizations: Principles, Strategies, and Cases. Washington, DC: American Psychological Association.
  • Marquardt, M., and D. Waddill. 2004. “The Power of Learning in Action Learning: A Conceptual Analysis of how the Five Schools of Adult Learning Theories are Incorporated Within the Practices of Action Learning.” Action Learning: Research and Practice 1 (2): 185–202.
  • Marshall, J. 2011. “Images of Changing Practice Through Reflective Action Research.” Journal of Organisational Change Management 24 (2): 244–256.
  • Marsick, V. J., and T. E. Maltbia. 2009. “The Transformative Potential of Action Learning Conversations: Developing Critically Reflective Practice Skills.” In Transformative Learning in Practice: Insights from Community, Workplace and Higher Education, edited by J. Mezirow, and E. W. Taylor, 160–171. New York, NY: Wiley.
  • Mezirow, J. 1990. Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Francisco, CA: Jossey-Bass.
  • O’Neil, J., and V. J. Marsick. 2007. Understanding Action Learning. New York, NY: AMA- COM.
  • O’Neil, J., and V. J. Marsick. 2014. “Action Learning Coaching.” Advances in Developing Human Resources 16 (2): 202–221.
  • Patton, M. Q. 1990. Qualitative Evaluation and Research Methods. SAGE Publications, Inc.
  • Pedler, M. 1991. “Another Look at set Advising.” In Action Learning in Practice. 4th ed. 285–296.
  • Pedler, M. 2005. “Critical Action Learning.” Action Learning: Research and Practice 2: 127–132.
  • Pedler, M., and C. Abbott. 2013. Facilitating Action Learning. Maidenhead, Berkshire, United Kingdom: Open University Press.
  • Raelin, J. A. 2008. Work-based Learning. San Francisco: Jossey-Bass.
  • Ram, M., and K. Trehan. 2009. “Critical by Design: Enacting Critical Action Learning in a Small Business Context.” Action Learning: Research and Practice 6 (3): 305–318.
  • Reason, P., ed. 1988. Human Inquiry in Action: Developments in new Paradigm Research. Folkestone, United Kingdom: Sage.
  • Revans, R. W. 1980. Action Learning: New Techniques of Management. 1st ed. London: Blond & Briggs.
  • Revans, R. W. 1998. ABC of Action Learning. London: Lemos and Crane.
  • Revans, R. 2011. ABC of Action Learning. Aldershot, United Kingdom: Gower.
  • Reynolds, M. 1998. “Reflection and Critical Reflection in Management Learning.” Management Learning 29 (2): 183–200.
  • Rigg, C. 2006. “Developing Public Service: The Context for Action Learning.” In Action Learning, Leadership and Organizational Development in Public Services, edited by C. Rigg, and S. Richards, 1–11. London: Routledge.
  • Rigg, C. 2017. Somatic Learning: Bringing the Body Into Critical Reflection. Management Learning. Folkestone, United Kingdom: Sage.
  • Rigg, C., and K. Trehan. 2004. “Reflections on Working with Critical Action Learning.” Action Learning: Research and Practice 1 (2): 149–165.
  • Rimanoczy, I., and E. Turner. 2008. Action Reflection Learning: Solving Real Business Problems by Connecting Learning with Earning. Palo Alto, CA: Davies-Black.
  • Sanyal, C. 2018. “Learning, Action and Solutions in Action Learning: Investigation of Facilitation Practice Using the Concept of Living Theories.” Action Learning: Research and Practice 15 (1): 3–17.
  • Smith, H., and M. Smith. 2008. The art of Helping Others: Being Around, Being There, Being Wise. London: Jessica Kingsley Publishers.
  • Sofo, F., R. K. Yeo, and J. Villafañe. 2010. “Optimizing the Learning in Action Learning: Reflective Questions, Levels of Learning, and Coaching.” Advances in Developing Human Resources 12 (2): 205–224.
  • Stewart, J. A. 2006. “High-performing (and Threshold) Competencies for Group Facilitators.” Journal of Change Management 6 (4): 417–439.
  • Teekman, B. 2000. “Exploring Reflective Thinking in Nursing Practice.” Journal of Advanced Nursing 31: 1125–1135.
  • Thornton, C. 2016. Group and Team Coaching: The Secret Life of Groups. Oxfordshire, England: Routledge.
  • Thornton, K., and P. Yoong. 2011. “The Role of the Blended Action Learning Facilitator: An Enabler of Learning and a Trusted Inquisitor.” Action Learning: Research and Practice 8 (2): 129–146.
  • Tsabar, B. 2017. “Educational Work as a “Labor of Love”.” Policy Futures in Education 15 (1): 38–51.
  • Vince, R. 2004. “Action Learning and Organisational Learning: Power, Politics, and Emotion in Organisation.” Action Learning: Research and Practice 1: 63–78.
  • Vince, R. 2008. “Learning-in-action’ and ‘Learning Inaction’: Advancing the Theory and Practice of Critical Action Learning.” Action Learning: Research and Practice 5 (2): 93–104.
  • Vince, R., and L. Martin. 1993. “Inside Action Learning: An Exploration of the Psychology and Politics of the Action Learning Model.” Management Education and Development 24 (3): 205–215.
  • Whitehead, J. 1989. “Creating a Living Educational Theory from Questions of the Kind, ‘How do I Improve my Practice?’.” Cambridge Journal of Education 19 (1): 41–52.
  • Winnicott, D. W. 1965. The Maturational Processes and the Facilitating Environment: Studies in the Theory of Emotional Development. New York: International University Press.
  • Winnicott, D. W. 1971. The use of an Object and Relating Through Identification. Playing and Reality. Madison, CT, United States: Psychology Press.