Incorporating a transformational learning perspective in action learning sets

Abstract

A field study focused on learning capabilities within action learning sets was used to evaluate potential opportunities between action learning and transformational learning. The use of action learning as a methodology for the acquisition, sharing and transfer of information while integrating an added perspective for transformational learning within the action learning set was investigated. There could be occurrences of transformation within action learning and critical action learning sets. However, there could be the added possibility of using action learning as a potential vehicle for an enhanced or more specific focus on transformational learning. It is useful to explore this potential, especially when there is an increased awareness regarding associations between action learning and transformational learning. Within such learning environments, there could also be the increased potential for outcomes that transform an individual, group or organization. The use of transformational elements based on discussions and resulting themes that occur within action learning sessions are discussed with the aim of encouraging personal development, enhancing skills and engaging in adult learning that could lead to organizational development. Recommendations for these environments are also presented.

Keywords:

• action learning
• critical action learning
• transformational learning
• transformational action learning

Notes on contributor

Pamela Ajoku is a faculty member with Laureate Education and has also been a researcher with the Center for e-Design at the University of Pittsburgh. Pamela has facilitated numerous action learning sets and instructed students in schools of engineering and business. Her research interests include action learning, organizational behaviour, operations management, process improvement and decision-making.