By Y. Boshyk
For the 1st time in a single quantity, the best proponents and practitioners of motion studying outline their technique, and describe how motion studying and govt and organizational improvement are practiced within the public, deepest and 'not-for-profit' sectors all over the world. defined intimately are the stories of normal electrical, Merck, Volvo, jap and Korean multinationals, in addition to the Canadian Civil carrier and the area Council of church buildings, between others.
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Extra resources for Action Learning Worldwide: Experiences of Leadership and Organizational Development
I’d never thought about it from that perspective’ (O’Neil, 1998). Another exercise, called Challenging Personal Assumptions, involves participants working individually and in teams to go through a series of questions that leads them to some of their most basic assumptions. Participants come to the realization that they hold assumptions that are in fact contradictory, an insight which provided participants with new views of how they might interact with and influence the company: ‘I found out this is about who we are – the problem then became miniscule.
And they nominated one of the set to act as facilitator until, as one of them put it ‘we were all more versed in the black arts of crowd control, equity of voice and understanding of action learning’. This experiment, said participants, gave them ‘constant freshness, revitalised energy and a wholly different sense of challenge and support’. Action learning and collaborative enquiry Mike Pedler, currently associated with the Revans Institute for Action Learning and Research at Salford University (see also below) has focused on developing the – now obvious to many action learners – link between action learning and collaborative learning.
Mezirow et al. (eds), Fostering Critical Reflection in Adulthood, pp. 23–46. San Francisco: JosseyBass. Marsick, V. J. and Cederholm, L. ’ The Columbia Journal of World Business, vol. 23(4) pp. 3–11. Marsick, V. J. and Sauquet, A. (2000) ‘Learning through Reflection’, in M. Deutsch and P. Coleman (eds), Handbook of Conflict Resolution: Theory and Practice, pp. 382–99. San Francisco: Jossey-Bass. Marsick, V. J. and Watkins, K. W. (1999) Facilitating Learning Organizations. Aldershot: Gower. Mezirow, J.