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Learning action learning: a journey

Author

Listed:
  • Brad Ceely
  • Anne Maree Davis
  • Natalie Hooke
  • Margaret Kelly
  • Peter Lewis
  • Claudia Watson

Abstract

The action learning set (ALS) is an often-used tool in practice development to facilitate group reflection. As such, its use evolves in the hands of the participants as they become more comfortable with the process and as trust develops amongst group members. This paper aims to discuss the journey of one ALS over a 2-year period. It seeks to highlight the process of learning through an ALS and the complexity of making the process meaningful for the participants. The role of trust within an ALS cannot be overstated. This was an imperative factor in the overall effectiveness of the set.

Suggested Citation

  • Brad Ceely & Anne Maree Davis & Natalie Hooke & Margaret Kelly & Peter Lewis & Claudia Watson, 2008. "Learning action learning: a journey," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 5(1), pages 57-63, March.
    • Handle: RePEc:taf:alresp:v:5:y:2008:i:1:p:57-63
    DOI: 10.1080/14767330701880317
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    Cited by:

    1. Nicola Curtin & Janet Malley & Abigail J. Stewart, 2016. "Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations Among Doctoral Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 57(6), pages 714-738, September.
    2. Liz Dunphy & Gillian Proctor & Ruth Bartlett & Mark Haslam & Chris Wood, 2010. "Reflections and learning from using action learning sets in a healthcare education setting," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 7(3), pages 303-314, July.

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