By Y. Boshyk
For the 1st time in a single quantity, the major proponents and practitioners of motion studying outline their strategy, and describe how motion studying and government and organizational improvement are practiced within the public, inner most and 'not-for-profit' sectors all over the world. defined intimately are the reports of normal electrical, Merck, Volvo, jap and Korean multinationals, in addition to the Canadian Civil provider 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
No executive would work on a project team assigned a project from his or her company – part of the design for maximizing learning by immersing participants in a setting outside of their personal experience base. During this time Victoria Marsick brought an emphasis on critical reflection to the LIM model (Marsick and Cederholm, 1988). Her research (Marsick, 1990) linked the transformative learning theory of Jack Mezirow (1981, 1985, 1991), with its focus on premise reflection for personal transformative learning, to workplace learning and by extension to action learning (O’Neil and Marsick, 1994).
Organized as a not-for-profit network of staff members and participating companies, personal development and face-to-face interaction are continuing hallmarks of MiL’s work. LIM is a private consulting organization based in the United States that shares many of MiL’s principles. Like MiL, LIM also places a strong emphasis on personal development through intensive face-to-face interaction spread over time while working on important projects. Lars Cederholm, a former founding partner of LIM who works through his own long time firm CCT and as a MiL staff member also uses the ARL™ principles he helped to pioneer in his work.
A fundamental assumption underlying AL is that people are most likely to experience significant learning when working on issues of real relevance to their lives. 19 20 ARL™ and Critical Reflection Approaches Varieties of AL practice During her research into various approaches to working with participants described by experienced action learning coaches, O’Neil (1999) identified four distinct approaches or ‘schools’ of AL practice – (1) the tacit school, (2) the scientific school, (3) the experiential school, and (4) the critical reflection school.