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Reflections on working with critical action learning

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  • Clare Rigg
  • Kiran Trehan

Abstract

Critical action learning engages participants in a process of drawing from critical perspectives to make connections between their learning and work experiences, to understand and change interpersonal and organisational practices. But what does this mean in practice? How can critical action learning be expedited? What outcomes can critical action learning have for participants, and can the hopes for critical action learning be fulfilled? The intentions of this paper are to contribute reflections of our empirical experience on working with critical action learning in management development.

Suggested Citation

  • Clare Rigg & Kiran Trehan, 2004. "Reflections on working with critical action learning," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 1(2), pages 149-165, September.
    • Handle: RePEc:taf:alresp:v:1:y:2004:i:2:p:149-165
    DOI: 10.1080/1476733042000264128
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    Citations

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    Cited by:

    1. Bradfield, Ron & Cairns, George & Wright, George, 2015. "Teaching scenario analysis—An action learning pedagogy," Technological Forecasting and Social Change, Elsevier, vol. 100(C), pages 44-52.
    2. Russ Vince, 2012. "The contradictions of impact: action learning and power in organizations," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 9(3), pages 209-218, August.
    3. Raelin, Joseph A., 2021. "Action Learning as a Human Resource Development Resource to Realize Collective Leadership," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 20(3), pages 282-288.
    4. Aileen Corley & Ann Thorne, 2006. "Action learning: avoiding conflict or enabling action," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 3(01), pages 31-44.
    5. Raelin, Joseph A., 2008. "Emancipatory Discourse and Liberation," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 39(5), pages 519-540.
    6. Mike Pedler & Margaret Attwood, 2011. "How can action learning contribute to social capital?," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 8(1), pages 27-39.
    7. Raelin, Joseph A., 2007. "Toward an Epistemology of Practice," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 6(4), pages 495-519.
    8. Pamela Heneberry & Arthur Turner, 2016. "Critical action learning -- rituals and reflective spaces," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 13(1), pages 60-68, March.
    9. Mike Pedler & Margaret Attwood, 2010. "How can action learning contribute to social capital?," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 8(1), pages 27-39, November.
    10. The Editors, 2006. "Book reviews," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 3(01), pages 107-122.
    11. Gary Shepherd, 2016. "Developing deep group reflection within a Critical Reflection Action Learning set," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 13(3), pages 252-262, September.

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