Action Learning: A Guide for Professional, Management & Educational DevelopmentAction learning is a method of learning that takes place in a group - of colleagues or students. It is widely used in a wide number of educational fields, particularly where learning in groups is appropriate. Action learning is established in both higher education and in professional learning and training situations. First published in 1995, this is a guide to using action learning techniques successfully.;Written by two leading figures in the field, this revised edition retains the same practical guidebook approach to how action learning works. Key points include being a facilitator of action learning, and running workshops for a variety of situations, including higher education, organizational change and professional development. |
Contents
III | 1 |
IV | 4 |
V | 6 |
VI | 7 |
VII | 9 |
VIII | 11 |
IX | 12 |
X | 13 |
XLV | 114 |
XLVI | 117 |
XLVII | 119 |
XLVIII | 120 |
XLIX | 126 |
L | 130 |
LI | 138 |
LII | 141 |
XI | 14 |
XII | 16 |
XIV | 18 |
XV | 19 |
XVII | 20 |
XVIII | 22 |
XIX | 29 |
XX | 30 |
XXI | 34 |
XXII | 38 |
XXIII | 42 |
XXIV | 44 |
XXV | 47 |
XXVI | 48 |
XXVII | 49 |
XXVIII | 53 |
XXIX | 59 |
XXX | 60 |
XXXI | 62 |
XXXII | 63 |
XXXIII | 64 |
XXXIV | 66 |
XXXV | 69 |
XXXVI | 70 |
XXXVII | 73 |
XXXVIII | 81 |
XXXIX | 82 |
XL | 86 |
XLI | 97 |
XLII | 99 |
XLIII | 100 |
XLIV | 101 |
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Common terms and phrases
action learning process action learning sets action points activity approach appropriate aspects become behaviour Chapter colleagues context continuing professional development convey course create culture describe developmental discussion effective emotions empathy emphasis enable encourage enhance environment example explore facilitator feedback feelings Figure focus give ground rules happen higher education ideas important independent sets individual interaction interpersonal skills involved issue Johari Window knowledge learner learning and development learning company learning from experience listening management development means ment mode move observers organization organizational organizational learning participants personal development phase planning potential practice presenter's problem Problem-based learning programme questions reflection relation relationship requires Revans role self-facilitated sets set adviser set meeting set members set process sexism situation social staff stage structure take responsibility teacher things tion triad tutor understanding University of Brighton vidual wish workshop
References to this book
Facilitating Reflective Learning In Higher Education Brockbank, Anne,McGill, Ian No preview available - 2007 |