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Content
2007, Volume 4, Issue 2
- 189-189 Accounts of Practice
by The Editors - 191-198 Challenging from the margins into the mainstream—improving renal services in a collaborative and entrepreneurial spirit
by Margaret Attwood - 199-209 A flexible friend: action learning in the context of a multi-agency organisation development programme
by John Edmonstone & Hugh Flanagan - 211-218 Mindset change in a cross-cultural context
by Martin Loeve - 219-228 Book Reviews
by The Editors
April 2007, Volume 4, Issue 1
- 1-2 SPECIAL ISSUE: Lean thinking and action learning
by Mike Pedler - 3-8 SPECIAL ISSUE: Lean and learning: reshaping working and learning in organizations
by Ivo De Loo & Otmar Donnenberg & Urs Baldegger & Steve Briault & Ad Krijnen & Rhetta Moran - 9-24 Systems thinking, lean production and action learning
by John Seddon & Simon Caulkin - 25-43 Learning from Toyota: how action learning can foster competitive advantage in new product development (NPD)
by Barbara Fuchs - 45-59 Transformation to a customer-oriented perspective through action learning in product and service development
by Annika Olsson - 61-68 Integrated learning with international banking executives
by Sabine Zinke & Steve Briault - 69-75 Count me in: the role of action learning in making learning and skills provision more inclusive
by Gill O'toole - 77-86 Case study: planning as learning
by Peter A. C. Smith - 87-94 Culture and commitment: the key to the creation of an action learning organization
by Matthew Hind & John Koenigsberger - 95-104 Action learning as relational practice
by Tom Boydell & Chris Blantern - 105-106 Lean thinking, banish waste and create wealth in your corporation
by Allard Droste - 107-108 Freedom from command and control: a better way to make the work work
by David Binnerts - 109-111 The Toyota way: 14 management principles from the world's greatest manufacturer
by Ad Krijnen
September 2006, Volume 3, Issue 2
- 123-126 The limits to ‘knowledge management’ or inventing the wheel of our own practice
by Mike Pedler - 127-139 Action learning dissertations: structure, supervision and examination
by David Coghlan & Mike Pedler - 141-159 Virtual action learning: experiences from a study of an SME e-learning programme
by Jean-Anne Stewart & Gillian Alexander - 161-173 Where should the action be—inside the classroom or outside the classroom? A comparison of the action-learning outcomes in Singapore, China, Korea, New Zealand and Australia
by Jens Mueller & Tan Wee Liang & Hu Hanjun & John Thornton - 175-186 Action Learning—a learning and teaching method in the preparation programme for supervisors of midwives
by Marianne Mead & Carole Yearley & Chris Lawrence & Cathy Rogers
2006, Volume 3, Issue 01
- 1-4 Action learning for change?
by The Editors - 5-29 Where's the action? The concept of action in action learning
by Sam Ashton - 31-44 Action learning: avoiding conflict or enabling action
by Aileen Corley & Ann Thorne - 45-67 Developmental action learning: Toward collaborative change
by Joseph Raelin & Jonathan Raelin - 69-76 Action learning: nothing so practical as a good theory
by Alan Mumford - 77-77 Accounts of practice
by The Editors - 79-87 Developing citizen leaders through action learning
by Dolores Foley - 89-96 Action learning from a participant's perspective
by N. Lee - 97-105 Action learning guided by Tao for lifelong learning
by Sam Kong San - 107-122 Book reviews
by The Editors
September 2004, Volume 1, Issue 2
- 149-165 Reflections on working with critical action learning
by Clare Rigg & Kiran Trehan - 167-184 Facilitating organizational development through action learning—some practical and theoretical considerations
by Otmar Donnenberg & Ivo De Loo - 185-202 The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning
by Michael Marquardt & Deborah Waddill - 203-218 Enhancing action learning with student feedback
by Garry F. Hoban
April 2004, Volume 1, Issue 1
- 11-27 Inspecting cases against Revans' ‘gold standard’ of action learning
by Verna J. Willis - 29-42 The practice of self-managed action learning
by Suzanne O'Hara & Tom Bourner & Trix Webber - 43-61 Action learning: towards a framework in inter-organisational settings
by Paul Coughlan & David Coghlan - 63-78 Action learning and organizational learning: power, politics and emotion in organizations1
by Russ Vince - 81-89 Using action learning to support individual and organisational reflection in an international development and relief agency
by Nick Wright - 91-99 Using action learning to consolidate coaching skills
by Clare Norman1 & Anne Powell2 - 101-107 Tackling work related stress in a National Health Service Trust
by Donna Vick & Hilary Whyatt - 109-116 Action learning with young carers
by Elaine Clark