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Inspecting cases against Revans' ‘gold standard’ of action learning

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  • Verna J. Willis

Abstract

A purposive sampling and analysis of ten case histories of action learning in the US suggests that applications tend to be partial, hierarchical, and leader controlled, thus running counter in several significant ways to the gold standard of Revans' action learning theory and egalitarian rules of engagement. Using critical markers to inspect the cases reveals either significant departures from Revans' theory or, at best, silence about the degrees of attention paid to it. If standards specified are not being met in common practice, then there is reason to question whether what is called action learning may actually be falling short of the mark Revans set.

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  • Verna J. Willis, 2004. "Inspecting cases against Revans' ‘gold standard’ of action learning," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 1(1), pages 11-27, April.
    • Handle: RePEc:taf:alresp:v:1:y:2004:i:1:p:11-27
    DOI: 10.1080/1476733042000187592
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    Cited by:

    1. Mike Bloodworth, 2014. "Moving from opportunism to expediency when introducing action learning into an organisation," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 11(3), pages 352-360, November.
    2. Dolores Foley, 2006. "Developing citizen leaders through action learning," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 3(01), pages 79-87.
    3. Raelin, Joseph A., 2019. "Deriving an affinity for collective leadership: below the surface of action learning," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 16(2), pages 123-135.
    4. Christine Abbott & Michael Weiss, 2016. "Doing different things or doing things different: exploring the role of action learning in innovation," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 13(1), pages 41-49, March.

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