Action Learning and Related Modalities

THE HANDBOOK OF MANAGEMENT LEARNING, EDUCATION AND DEVELOPMENT, Chapter 22, Steven J. Armstrong and Cynthia V. Fukami, eds., pp. 419-438, London: Sage, 2009

Posted: 13 Oct 2009

See all articles by Joseph A. Raelin

Joseph A. Raelin

Northeastern University - D’Amore-McKim School of Business

Date Written: 2009

Abstract

In this chapter, I hope to first locate action learning within the range of prevailing “action modalities” in management development that conceive of practice as having its own epistemology. They all more or less emphasize the value of concurrent reflection on experience to expand and create new knowledge while improving practice itself. I will then succinctly describe action learning both in theory and practice, highlighting and illustrating its prospective outcomes, its project orientation, and its reliance on learning teams. Next, I will survey other selected action modalities, namely: action research, action science, developmental action inquiry, and cooperative inquiry. In the last sections, I will take up two emerging topics, the emergence of critical theory within the action dimension, which bounds action learning’s humanistic aspirations, and the challenge to these approaches of their not yet having widespread adoption in the field.

Keywords: action learning, learning teams, action research, action science, developmental action inquiry, cooperative inquiry, critical action learning

JEL Classification: I2, I21, M1, M53

Suggested Citation

Raelin, Joseph A., Action Learning and Related Modalities (2009). THE HANDBOOK OF MANAGEMENT LEARNING, EDUCATION AND DEVELOPMENT, Chapter 22, Steven J. Armstrong and Cynthia V. Fukami, eds., pp. 419-438, London: Sage, 2009. Available at SSRN: https://ssrn.com/abstract=1486077

Joseph A. Raelin (Contact Author)

Northeastern University - D’Amore-McKim School of Business ( email )

360 Huntington Ave.
Boston, MA 02115
United States

HOME PAGE: http://www.damore-mckim.northeastern.edu/faculty/r/raelin-joseph

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