Facilitating organizational development through action learning—some practical and theoretical considerations

Abstract

Action learning programmes are supposed to result in both personal and organizational development. However, organizational development can be negligible because, as the term implies, a connection must be secured between what has been learned by action learning participants and other members of an organization. Here, the facilitation and analysis of how to institutionalise action learning principles is explored through a theoretical framework. This framework is built around the following concepts: scripts, lean thinking and mindsets. Thereafter, two case studies are offered that exemplify how organizations might operationalise these concepts through action learning programmes that intend, from the outset, to foster organizational development. The evidence suggests that success depends—among other factors—upon the cognitively held beliefs of the set advisor and the prevailing organizational culture.

Acknowledgements

Thanks are due to Herman van den Bosch, Bernard Verstegen and especially two anonymous referees for their comments and suggestions.

Notes

The terms ‘organizational development’, ‘organizational change’, ‘organizational learning’ and ‘organizational growth’ are used interchangeably throughout this paper.

In addition, it should be noted that lean thinking does not have to imply that a work force is as small as possible. For example, many luxurious hotels have redundant staff walking around, which adds to the sense of grandeur surrounding the hotel. This is something that the hotel guests, being customers, like to see. Lean thinking would in such a case prescribe redundant staff to be present.