Resistance in action learning: struggling with self-efficacy and the social Self – and what about the set advisor?

Abstract

This account of practice explores the concept of resistance in action learning. Resistance is conceptualized as an attempt of self-protection that is manifested in action learners' struggles with their sense of self-efficacy and their social Self. These struggles are an inherent part of the action learning process and may elicit defensive undercurrents that constrain learning. I contribute to debates on criticality in action learning by recognizing the centrality of resistance as a source of learning for participants and set advisors. The intended contribution of this paper is to illuminate the importance of engaging with these limiting processes which can spark a powerful learning experience that reverberates long after the action learning programme has finished. Furthermore, I reflect on the opportunities this alternative view on resistance may provide for us as action learning facilitators and discuss how we may incorporate these reflections in our practice.

Keywords:

• action learning
• resistance
• self-efficacy
• social Self
• action learning facilitation

Notes on contributor

Ulrike Burger is a Ph.D. student in Management Learning & Leadership, Lancaster University Business School, Lancaster University.