Action Learning是什么？

　　What is Action Learning? Description

　　Some variations of definitions for Action Learning are:

　　· A process for bringing together a group of people with varied levels of skills and experience to analyze an actual work problem and develop an action plan. The ad-hoc group continues to meet as actions are implemented, learning from the implementation and making mid-course corrections. Action Learning is a form of learning by doing. The power and benefits of action learning are optimized when it integrates the following components.

　　· An approach to individual and organizational development. Working in sets or groups, people tackle important organizational issues or problems and learn from their attempts to change things. Traditional instruction, or "programmed knowledge", is appropriate when we are faced with "puzzles" - challenges that have a right answer. However, when we are faced with "problems" - challenges that have no right answer - we need critical reflection or "questioning insight". Action learning encourages such reflection by providing the support to enable people to learn from challenges as well as from themselves and the process itself. The benefits of learning on all these levels are that the knowledge is more likely to be transferable to other situations and participants will be engaged in "double loop learning" where they not only receive feedback on their actions, but will find their underlying assumptions and mental models under scrutiny.

　　· An experience-based approach to developing people that uses work on meaningful problems as a way to learn. Action learning programs involve small groups that meet regularly to take action on critical, real problems while explicitly seeking learning from having taken that action. Usually, the learning aspect is facilitated by a learning coach who is skilled in using the collective experience of group members to create learning opportunities.

　　Action Learning typically comprises the following activities

　　1. Experiential learning.

　　2. Creative complex problem solving.

　　3. Acquiring of relevant knowledge.

　　4. Co-learning group support.

　　Each of these activities can be regarded as a necessary component, but insufficient by itself, to be considered as Action Learning.

　　characteristics of Action Learning

　　1. An emphasis on learning by doing.

　　2. Conducted in teams.

　　3. Addressing company / organizational issues.

　　4. With participants placed into problem-solving roles.

　　5. Where team decisions are required.

　　6. Formalized into presentations.

　　Origin of Action Learning. History

　　Professor Reg Revans first introduced and coined the term "Action Learning" in the coal mines of Wales and England in the 1940s. In Revans interpretation, the purpose of Action Learning is not just to promote local action and learning, but to bring about organizational change. As in "The enterprise as a learning system" (1969).

　　the Action Learning Formula

　　Reg Revans described Action Learning with the formula L = P + Q, where Learning (L) occurs through Programmed knowledge (P) and insightful Questioning (Q)

　　Usage of the Action Learning. Applications

　　· To address problems and issues that are complex and can not easily be resolved.

　　· To find solutions for underlying root causes of problems.

　　· To determine a new strategic direction or to maximize new opportunities.

　　· Generating creative ideas.

　　Steps in Action Learning. Process

　　1. Clarify the objectiveof the Action Learning group. Presentation of the problem or the task to the group. A group may handle one or many problems.

　　2. Group formation. The group can consist of volunteers or appointed people, and can work on a single organizational problem or each other's department's problems. Convene a cross-section of people with a complementary mix of skills and expertise to participate in the Action Learning group. Action Learning groups may meet for one time or several times. Depending on the complexity of the problem and the time available for its resolution.

　　3. Analyze the issue(s)and identify actions for resolving them.

　　4. The problem owner presents the problem briefly to the group. He can remain involved as a member of the group, or withdraw, and await the group's recommendations.

　　5. Reframe the problem. After a series of questions, the group, often with the guidance of the Action Learning consultant, will reach a consensus on the most critical and important problem the group should work on. The group should establish the crux of the problem, which might differ from the original presenting problem.

　　6. Determine goals. Once the key problem or issue has been identified, the group seeks consensus for the goal. The achievement of the goal would solve the restated problem for the long-term with positive rather than negative consequences on the individual, team, or organization.

　　7. Develop action strategies. Much of the time and energy of the group will be spent on identifying, and pilot testing, of possible action strategies. Like the preceding stages of Action Learning, strategies are developed via reflective inquiry and dialogue.

　　8. Take action. Between Action Learning sessions, the group as a whole and individual members collect information, they identify the support status, and they implement the strategies developed and agreed to by the group.

　　9. Repeat the cycleof action and learning until the problem is resolved or new directions are determined.

　　10. Capturing learning. Throughout and at any point during the sessions, the Action Learning consultant may intervene. He can ask questions to the group members, which will enable them to:

　　o Clarify the problem.

　　o Find ways to improve their performance as a group.

　　o Identify how their learning can be applied to develop themselves, the team, and the organization.

　　After a period of time, reconvene the group to discuss progress, lessons learned, and next steps. Document the learning process for future reference. Record lessons learned after each phase of learning.

　　Strengths of Action Learning. Benefits

　　· Offers an intelligent and creative way to act and learn at the same time. This has become essential in a work environment that is rapidly changing and that faces evermore unpredictable challenges.

　　· Can help to solve complex, urgent problems.

　　· Instrumental to develop skilled leaders, or to develop teams.

　　· Can help to transform corporate culture, and to create learning organizations.

　　· Produces tangible outcomes as a return on investments in education.

　　· Adults are most motivated for learning when it is immediately relevant to their lives. Participants can test the utility of frameworks and techniques on tangible problems, and are able to see for themselves what can be usefully applied, and what can not be usefully applied.

　　Limitations of Action Learning. Disadvantages

　　· Necessary to organize multiple Action Learning events, to make it effective.

　　· The design and content of the Action Learning program is crucial to its success.

　　· The accomplishment of the example task or project can potentially overwhelm the reflective learning process. Without reflection and feedback, Action Learning is similar to a normal day on the job.

　　· In teams where a single individual or a single functional perspective dominates, the group tends to produce outcomes that are not very innovative or insightful. (Compare: Groupthink).

　　· Good and objective facilitators are needed.

　　· Risk of poor follow-up on project outcomes.

　　Book: R.W. Revans - Action Learning: New Techniques for Management - Search at Amazon

　　Book: Michael Marquardt - Action Learning in Action: Transforming Problems and People... - Search at Amazon

　　Book: Michael Marquardt - Optimizing the Power of Action Learning: Solving Problems and Building Leaders... -

　　( 以下是机器翻译，如有语句不顺请原谅！)Search at Amazon

　　Action Learning是什么？描述

　　定义的某些变异为Action Learning是：

　　· 一个过程为带来一群人与技能和经验的各种各样的水平分析一个实际工作问题和开发行动计划。专门小组继续见面，当行动被实施，学会从实施和做中间路线更正。Action Learning是学会的形式通过做。当它集成以下组分时，行动学会的力量和好处被优选。

　　· 一个方法到单独和组织发展。工作在集合或小组，人们应付重要组织问题或问题并且从他们的企图改变事学会。传统指示或者“编程了知识”，是有一个正确答案的适当的，当我们面对“难题”时-挑战。然而，当我们面对“问题” -时没有正确答案-的挑战我们需要重要反射或“询问的洞察”。行动学会通过提供支持使人鼓励这样反射从挑战学会以及从他们自己和过程。学会的好处在所有这些水平上是知识是可能是可转移的到其他情况，并且参加者将参与“双重loop学会”他们在他们的行动的地方不仅接受反馈，但发现他们部下的假定和精神模型受到察视。

　　· 一个基于经验的方法对开发的人民用途研究意味深长的问题作为方式学会。行动学习计划涉及通常见面采取对重要，真正问题的行动，当明确地寻找学会从采取那行动时的小小组。通常，学习的方面乘是熟练的在使用小组成员的集体经验创造学会机会的一位学习的教练促进。

　　Action Learning典型地包括以下活动

　　1. 经验学会。

　　2. 创造性的复杂解决问题。

　　3. 获取相关的知识。

　　4. Co学会小组支持。

　　每一个这些活动可以单独被认为一个必要的组分，但不足，被考虑作为Action Learning。

　　Action Learning的特征

　　1. 对学会的重点通过做。

　　2. 举办在队。

　　3. 论及公司/组织问题。

　　4. 当参加者被安置入解决问题的角色。

　　5. 那里需要队决定。

　　6. 形式化入介绍。

　　Action Learning的起源。历史

　　reg Revans首先被介绍的和生造词语“Action Learning”教授在威尔士和英国的煤矿在40年代。在Revans解释，Action Learning的目的不是仅促进地方行动和学会，而是达到组织变动。和在“企业中作为一个学习系统” (1969)。

　　Action Learning公式

　　Reg Revans描述了Action Learning以公式L = P + Q，学会(l)的地方通过被编程的知识(p)和通透的询问的(q)发生

　　Action Learning的用法。应用

　　· 对是复杂的，并且不可能容易地解决的着手解决问题和问题。

　　· 发现解答为问题的部下的起因。

　　· 确定一个新的战略方向或最大化新的机会。

　　· 引起创造性的想法。

　　步在Action Learning。过程

　　1. 澄清Action Learning小组的宗旨。问题或任务的介绍对小组。小组也许处理一个或许多问题。

　　2. 小组形成。小组包括志愿者或任命的人民，并且可能研究一个唯一组织问题或彼此的部门的问题。召开人的横断面与技能和专门技术的补全混合参加Action Learning小组。Action Learning小组也许见面在一次或多次。根据问题和的复杂可利用时率为它的决议。

　　3. 分析问题并且辨认行动为解决他们。

　　4. 问题所有者简要地提出问题对小组。他可以保持包含作为小组的成员或者让步，并且等候小组的推荐。

　　5. Reframe问题。在一系列的问题以后，小组，经常以Action Learning顾问的教导，在最重要将达成一致意见，并且小组应该工作的重要问题。小组应该建立问题的紧要关头，也许与原始的提出的问题不同。

　　6. 确定目标。一旦关键问题或问题被辨认了，小组寻找公众舆论为目标。目标的成就在个体、队或者组织将解决被再声明的问题为长期与正面而不是消极后果。

　　7. 开发行动战略。许多小组的时间和能量在测试，可能行动战略的辨认和飞行员上将花费。象Action Learning在先的阶段，战略通过反射性询问和对话被开发。

　　8. 采取行动。整体上在Action Learning会议之间，小组和独立构件收集信息，他们辨认支持状态，并且他们实施战略被开发和同意由小组。

　　9. 重覆行动和学会的周期，直到问题解决或新的方向是坚定的。

　　10. 夺取的学会。在和在任何点中在会议期间，Action Learning顾问也许干预。他可以问问题对小组成员，将使能他们：

　　o 澄清问题。

　　o 发现办法改进他们的业绩作为小组。

　　o 辨认怎么他们学会能被申请开发自己，队和组织。

　　在时期以后，再聚会小组谈论进展、教训学到的和以下步骤。提供学习进程作为未来参考。记录在毎阶段学到的教训学会以后。

　　Action Learning力量。好处

　　· 提供一个聪明和创造性的方式同时行动和学会。这变得根本在迅速地改变，并且面对经常变化莫测的挑战的工作环境。

　　· 可帮助解决复杂，迫切问题。

　　· 开发熟练的领导，或者开发队的仪器。

　　· 可帮助变换公司的文化和创造学会组织。

　　· 在投资导致有形的结果作为一回报在教育。

　　· 成人为学会当是最有动机的它与他们的生活时立刻是相关的。参加者在有形的问题能测试framework和技术的公共事业，并且能为他们自己看不可能有用地申请什么可以有用地申请，并且什么。

　　Action Learning的局限。缺点

　　· 必要组织多次Action Learning活动，使它有效。

　　· 设计和内容的Action Learning项目对它的成功是关键的。

　　· 例子任务或项目的成就可能潜在地淹没反射性学习进程。没有反射和反馈，Action Learning于一正常天是相似的在工作。

　　· 在队，唯一单独或唯一功能透视控制，小组倾向于导致不是非常创新或通透的结果。(比较：Groupthink)。

　　· 好和客观便利是需要的。

　　· 恶劣的后续的风险在项目结果。