Trehan, K. 2014. “Editorial.” Action Learning: Research and Practice 11 (2): 125–130. http://dx.doi.org/10.1080/14767333.2014.909186
The above Editorial was published incorrectly containing Nancy Dixon's contribution ‘Argyris & Revans on “Holding Meaningful Conversations”’. The Editorial in its correct form appears below, and Nancy Dixon's piece is published separately (http://dx.doi.org/10.1080/14767333.2014.945786)
Editorial
This special editorial is a tribute to Chris Argyris; who died on November the 16th 2013. Chris Argyris has contributed significantly to the development and advancement of our understanding of organisational learning, conceptually and practically. Chris's work has had a major impact on our appreciation of action based approaches to learning. In this editorial we celebrate Chris's distinguished contributions and how these have translated to our understanding and practice of action learning. We open with a rich and insightful reflection from Nancy Dixon, Holding meaningful conversations which illuminates the impact of Chris Argyris and Reg Revans work on her professional practise. Nancy Dixon's account elucidates how philosophies of learning introduced by Chris Argyris and Reg Revans can deepen our understanding about and practice in, action learning.
This is then followed by three refereed papers which explore approaches and processes in action learning which contribute to advancing meaning, learning, and failure in developing action learning. The articles in this issue review individual and organisation learning from a variety of perspectives. The first article by Karen Jones et al Action learning: how learning transfers from entrepreneurs to small firms provides a synthesis of learning transfer, action and entrepreneurial learning. The authors argues that entrepreneurs must engage in ‘action’ in order to ‘learn’, they illuminate how action learning as a method can facilitate the development of small and medium owners. The second, article Leading change as a professional: working across boundaries, by Pauline Joyce reflects on the challenges and opportunities of leading change across professions. The author highlights the importance of exposing and crossing boundaries as innovative spaces for learning. The final contribution Leaders behaving badly: using power to generate undiscussables in Action Learning sets provides a window into power relations at work. Paul Donovan illuminates the relationship between power and undiscussables issues within action learning sets. Drawing on critical action learning perspective the article examines the relationship between cultural capital rank and the exercise of power.
Each of these contributions expands our insights into the opportunities and complexities of developing the field of action learning conceptually, empirically and in practise.