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Action learning : a guide for professional, management & educational development

Author: Ian McGill; Liz Beaty
Publisher: London : Kogan Page : Stylus Pub., 2001.
Edition/Format:   eBook : Document : English : Second edition, revisedView all editions and formats
Summary:
Action 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  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
McGill, Ian.
Action learning.
(DLC) 2001280611
(OCoLC)44735811
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Ian McGill; Liz Beaty
ISBN: 9781135381226 1135381224
OCLC Number: 861692312
Description: 1 online resource (ix, 262 pages) : illustrations
Contents: Cover; Title; Copyright; Contents; Preface to the revised second edition; Acknowledgements; 1 Using the Guide; Users of the guide; How the guide is organized; Routes through the guide; Where we are coming from; PART I DOING ACTION LEARNING; 2 What is Action Learning?; Why use the term 'action learning?'; What is an action learning project?; How is an action learning set different from other types of group?; Who can be set members?; Who is the set for?; What problems/issues can members bring to a set?; Life span of a set; Underpinning action learning; Action learning and action research. Values underpinning action learning3 How a Set Works; What does it feel like to be in a set meeting?; Time; Setting the tone; Beginnings; The presenter's time --
the key to the process; Ending; The set progress; 4 Being a Set Member; What do set members do?; Presenting; Supporting; Preparing; Reviewing; 5 Being a Facilitator; Overview; Getting the set going; Facilitating a new set; The relationship of the facilitator to set members; Core qualities of the facilitator; Creating a learning climate; Reflection and review; 6 Types of Action Learning; Sets sponsored by organizations. Independent action learning setsSelf-facilitated sets; PART II DEVELOPING ACTION LEARNING SKILLS; 7 A Workshop for Introducing Action Learning; Uses of the workshop; Workshop benefits; How the introductory workshop is organized; An alternative introductory workshop; 8 Skills Development: The Basics; Groups: working together; Interpersonal skills; Listening and attending; Reflecting back and questioning; Disclosure and assertion; 9 Additional Skills; Management of emotion; Empathy; Giving and receiving feedback; 'Shoulds' and 'oughts'; Generalizations; Specifying actions. PART III THE USES OF ACTION LEARNING10 Learning and Development; Learning; Theories of learning; Development; Learning, development and the individual; Learning as a social process; Learning and reflection; A typology of action learning; 11 Continuing Professional Development; What it is to be a professional; The nature of professional development; Continuing professional development; Relevance of action learning; 12 Using Action Learning for Management Development; The changing nature of organizational life; Manager and management development; Individual manager development. Action learning as part of the systems of management developmentAction learning and the development of the organization; 13 Action Learning in Higher Education; Trends in higher education; What is the difference between more traditional teaching and action learning?; Problem-based learning and reflective practice; The potential of information and communications technology; Structures for the use of action learning in higher education; Issues for the teacher wishing to develop action learning; Models for the introduction of action learning into higher education.
Responsibility: Ian McGill, Liz Beaty.

Abstract:

A guide to using action learning techniques successfully. Key points include being a facilitator of action learning, and running workshops for a variety of situations, including higher education,  Read more...

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