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Leadership development through virtual action learning: an evaluation

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  • Kath Aspinwall
  • Mike Pedler
  • Phil Radcliff

Abstract

This paper presents a case study based on the evaluation of the two VAL (virtual action learning) sets. We report participants learning both leadership and the VAL process based on the basis of telephone interviews. We conclude that what is learned about leadership is connected with how learning takes place and suggest that the content and process of leadership learning are intermingled and co-produced. Secondly, it seems that what is learned is both common and personal, so that whilst participants' learning could be said to be broadly similar, what is actually learned is also idiosyncratic and unique to that person. Furthermore, whilst understandings of the learning process are widely shared, the significance of what is learned by any individual is only glimpsed by others. We also note the centrality of a “strong” facilitator in the VAL process in contrast to Revans' ascription of this role in action learning.

Suggested Citation

  • Kath Aspinwall & Mike Pedler & Phil Radcliff, 2018. "Leadership development through virtual action learning: an evaluation," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 15(1), pages 40-51, January.
    • Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:40-51
    DOI: 10.1080/14767333.2017.1414103
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    1. Phil Radcliff, 2017. "Virtual action learning: a pilot in building leadership capacity," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 14(1), pages 72-82, January.
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