Leadership development through virtual action learning: an evaluation

ABSTRACT

This paper presents a case study based on the evaluation of the two VAL (virtual action learning) sets. We report participants learning both leadership and the VAL process based on the basis of telephone interviews. We conclude that what is learned about leadership is connected with how learning takes place and suggest that the content and process of leadership learning are intermingled and co-produced. Secondly, it seems that what is learned is both common and personal, so that whilst participants' learning could be said to be broadly similar, what is actually learned is also idiosyncratic and unique to that person. Furthermore, whilst understandings of the learning process are widely shared, the significance of what is learned by any individual is only glimpsed by others. We also note the centrality of a “strong” facilitator in the VAL process in contrast to Revans' ascription of this role in action learning.

KEYWORDS:

• Leadership development
• action learning
• virtual facilitation
• virtual learning

Notes on contributors

Kath Aspinwall is a researcher and writer.

Mike Pedler is Emeritus Professor at Henley Business School, University of Reading and an associate at C-alf - The Centre for Action Learning Facilitation.

Phil Radcliff, after 25 years in OD roles, has spent 10 years on the staff at Henley Business School. He believes that the biggest challenge facing management education is making it relevant to the management realities faced by participants in their changing roles.