An emerging action learning framework to foster individual transformative learning during management development programmes

ABSTRACT

Insights into the learning environment are required especially when applying action learning commonly used in management development programmes (MDPs). The study reports on an emerging action learning conceptual framework that fosters an environment for individual transformative learning in an MDP. The purpose of this research was to make clear the often invisible and visible individual transformative learning that can result from action learning. In using a narrative enquiry approach, participants on an MDP shared their action learning experience. Five phases of qualitative research were conducted using narrative enquiry. Phases one and two were pilot stages, phase three applied McCormack’s lenses to transcripts and hand-drawn images, which resulted in interpretive stories. Themes were identified and applied to the design of the framework and can be classified as antecedents, process and outcomes. Antecedents include readiness to learn, supportive relationships and a diverse team. Process includes active reflection and managing the need for control. Individual transformative learning outcomes include multiple perspectives, self-awareness and self-confidence. Phase five involved getting feedback from action learning facilitates on the emerging framework. This emerging conceptual framework can guide action learning facilitators and participants in fostering an individual transformative learning environment during action learning in an MDP context.

KEYWORDS:

• Action learning facilitators
• management development programmes
• participants
• individual transformative learning
• action learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Jane Robertson

Dr Jane Robertson is a Director of Training Partners, a management development company. She has experience in the facilitation of management development programmes and has worked in both corporate and academic institutions. She holds a PhD in Philosophy with a focus on transformative business-driven action learning, a Human Resource Masters degree and a Human Resource Development Honours degree

Nicky Terblanche

Dr Nicky Terblanche is a senior lecturer, researcher and research supervisor on the MBA, MPhil Coaching and PhD programmes at the University of Stellenbosch Business School. He runs an executive and business coaching practice and consults as an IT architect. He has an MPhil in Management Coaching, an MScEng in electronic engineering and a PhD in Business Management

Heidi Le Sueur

Dr Heidi Le Sueur holds a PhD in Philosophy with a focus on Organisational Learning and the Transfer of Learning from the University of Bielefeld in Germany. Her research for her Master's degree in Education explored experiential learning approaches, and in her MBA studies she provided recommendations to organisations on how to create value during Merger and Acquisition integration processes. After having worked for many years in the field of Management Consulting, she is currently employed as a senior lecturer at the Stellenbosch University Business School where she teaches strategic organisational change on various degree programmes. She has published in a number of academic journals and presented at a number of national and international conferences.