Learning, action and solutions in action learning: investigation of facilitation practice using the concept of living theories

References

• Boshyk, Y., ed. 2002. Action Learning Worldwide: Experiences of Leadership and Organisational Development. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Boshyk, Y., and D. R. Dilworth. 2010. Action Learning. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Bourner, T., L. Beaty, J. Lawson, and S. O’Hara. 1997. “Action Learning Comes of Age – Part 3: Action Learning for What?” Education & Training 39 (5): 184–188. doi: 10.1108/00400919710169490
   Google Scholar
• Burgoyne, J. 2009. “Issues in Action Learning: A Critical Realist Interpretation.” Action Learning: Research and Practice 6 (2): 149–161. doi: 10.1080/14767330903006828
   Google Scholar
• Carr, W., and S. Kemmis. 1986. Becoming Critical: Education, Knowledge and Action Research. London: The Falmer Express.
   Google Scholar
• Casey, D., and D. Pearce, ed. 1977. More than Management Development: Action Learning at GEC. Aldershot, UK: Gower.
   Google Scholar
• Densten, I. L., and J. H. Gray. 2001. “Leadership Development and Reflection: What Is the Connection?” International Journal of Educational Management 15 (3): 119–124.
   Google Scholar
• Dilworth, D. R., and D. Y. Boshyk. 2010. Action Learning and Its Applications. London: Palgrave Macmillan.
   Google Scholar
• Dilworth, R., and V. Willis. 2003. Action Learning: Images and Pathways. Malabar, FL: Crieger.
   Google Scholar
• Dotlich, D. L., and J. L. Noel. 1998. Action Learning: How the World’s Top Companies Are Re-creating Their Leaders and Themselves. 1st ed. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Flavell, J. H. 1979. “Metacognition and Cognitive Monitoring: A New Area of Cognitive–Developmental Inquiry.” American Psychologist 34 (10): 906–911. doi: 10.1037/0003-066X.34.10.906
   Web of Science ®Google Scholar
• Heron, J., and P. Reason. 2008. “Extending Epistemology Within a Co-operative Inquiry.” In The Sage Handbook of Action Research, 2nd ed., edited by P. Reason and H. Bradbury, 366–380. London: Sage.
   Google Scholar
• Leonard, H. S. 2015. “Understanding the Causal Path Between Action, Learning, and Solutions: Maximizing the Power of Action Learning to Achieve Great Results.” Action Learning: Research and Practice 12 (1): 22–36. doi: 10.1080/14767333.2014.977222
   Web of Science ®Google Scholar
• Leonard, H. S., and F. Lang. 2010. “Leadership Development via Action Learning.” Advances in Developing Human Resources 12 (2): 225–240. doi: 10.1177/1523422310367800
   Google Scholar
• Leonard, H. S., and M. J. Marquardt. 2010. “The Evidence for the Effectiveness of Action Learning.” Action Learning: Research and Practice 7 (2): 121–136. doi: 10.1080/14767333.2010.488323
   Google Scholar
• Marquardt, M. J. 1999. Action Learning in Action: Transforming Problems and People for World-class Organisational Learning. 1st ed. Palo Alto, CA: Davies-Black.
   Google Scholar
• Marquardt, M. J. 2004. Optimising the Power of Action Learning. Palo Alto, CA: Davies-Black.
   Google Scholar
• Marquardt, M. J. 2011. Optimizing the Power of Action Learning: Real-time Strategies for Developing Leaders, Building Teams and Transforming Organizations. London: Nicholas Brealey Publishing.
   Google Scholar
• Marquardt, M., and S. Banks. 2010. “Theory to Practice: Action Learning.” Advances in Developing Human Resources 12 (2): 159–162. doi: 10.1177/1523422310367878
   Google Scholar
• Marquardt, M., H. S. Leonard, A. M. Freedman, and C. C. Hill. 2009. Action Learning for Developing Leaders and Managers: Principles, Strategies and Cases. Washington, DC: American Psychological Association.
   Google Scholar
• Marquardt, M., and D. Waddill. 2004. “The Power of Learning in Action Learning: A Conceptual Analysis of How Five Schools of Adult Learning Theories Are Incorporated Within the Practice of Action Learning.” Action Learning: Research and Practice 1 (2): 185–202. doi: 10.1080/1476733042000264146
   Google Scholar
• Marshall, J. 2011. “Images of Changing Practice Through Reflective Action Research.” Journal of Organizational Change Management 24 (2): 244–256. doi: 10.1108/09534811111119799
   Web of Science ®Google Scholar
• Marsick, V. J., and J. O’Neil. 1999. “The Many Faces of Action Learning.” Management Learning 30 (2): 159–176. doi: 10.1177/1350507699302004
   Web of Science ®Google Scholar
• McNulty, N. G., and Robson G. Canty. 1995. “Proof of the Pudding.” Journal of Management Development 14 (1): 53–66. doi: 10.1108/02621719510075905
   Google Scholar
• O’Neil, J., and V. J. Marsick. 2007. Understanding Action Learning. New York: AMA-COM.
   Google Scholar
• O’Neil, J., and V. J. Marsick. 2014. “Action Learning Coaching.” Advances in Developing Human Resources 16 (2): 202–221. doi: 10.1177/1523422313520202
   Google Scholar
• Pedler, M. 2011. Action Learning in Practice. Surrey, UK: Gower.
   Google Scholar
• Pedler, M., and C. Abbott. 2013. Facilitating Action Learning. Berkshire, UK: Open University Press.
   Google Scholar
• Raelin, J. A. 1999. “The Design of the Action Project in Work-based Learning.” People and Strategy 22 (3): 12.
   Google Scholar
• Raelin, J. A. 2008. Work-Based Learning. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Revans, R. W. 1980. Action Learning: New Techniques of Management. 1st ed. London: Anchor Press.
   Google Scholar
• Revans, R. W. 1982. The Origin and Growth of Action Learning. London: Chartwell-Bratt.
   Google Scholar
• Revans, R. W. 1998. ABC of Action Learning: Empowering Manages to Act and Learn from Action. London: Tavistock.
   Google Scholar
• Rigg, C. 2015. “Problem Solving or Learning – Which Is Priority?” Action Learning: Research and Practice 12 (1): 1–2. doi: 10.1080/14767333.2015.1006924
   Web of Science ®Google Scholar
• Rigg, C., and K. Trehan. 2008. “Critical Reflection in the Workplace: Is It Just Too Difficult?” Journal of European Industrial Training 32 (5): 374–384. doi: 10.1108/03090590810877094
   Google Scholar
• Stead, V. 2014. “The Gendered Power Relations of Action Learning: A Critical Analysis of Women’s Reflections on a Leadership Development Programme.” Human Resource Development International 17 (4): 416–437. doi: 10.1080/13678868.2014.928137
   Google Scholar
• Thornton, K., and P. Yoong. 2011. “The Role of the Blended Action Learning Facilitator: An Enabler of Learning and a Trusted Inquisitor.” Action Learning: Research and Practice 8 (2): 129–146. doi: 10.1080/14767333.2011.581021
   Google Scholar
• Trehan, K., and M. Pedler. 2009. “Animating Critical Action Learning: Process-based Leadership and Management Development.” Action Learning: Research and Practice 6 (1): 35–49. doi: 10.1080/14767330902731301
   Google Scholar
• Volz-Peacock, M., B. Carson, and M. Marquardt. 2016. “Action Learning and Leadership Development.” Advances in Developing Human Resources 18 (3): 318–333. doi: 10.1177/1523422316645884
   Web of Science ®Google Scholar
• Whitehead, J. 1989. “Creating a Living Educational Theory from Questions of the Kind, How Do I Improve My Practice?” Cambridge Journal of Education 19 (1): 41–52. doi: 10.1080/0305764890190106
   Google Scholar
• Whitehead, J., and J. McNiff. 2006. Action Research Living Theory. London: Sage.
   Google Scholar