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Developmental action learning: Toward collaborative change

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  • Joseph Raelin
  • Jonathan Raelin

Abstract

In this account of practice, the authors introduce a variant of classic action learning, called developmental action learning (DAL). The DAL model, derived from cognitive development theory, introduces conventional learning modules prior to the more intensive set experience. It also calls for facilitation designed to help participants, selected for their readiness to change, make the leap to deeper levels of personal and organizational development. The DAL approach is applied to a leadership development series among a group of high-level administrators within a university consortium. The case study gives promise to the use of developmental action learning to enhance collaborative leadership processes.

Suggested Citation

  • Joseph Raelin & Jonathan Raelin, 2006. "Developmental action learning: Toward collaborative change," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 3(01), pages 45-67.
    • Handle: RePEc:taf:alresp:v:3:y:2006:i:01:p:45-67
    DOI: 10.1080/14767330600574615
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    References listed on IDEAS

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    1. Christopher Mabey, 2002. "Mapping Management Development Practice," Journal of Management Studies, Wiley Blackwell, vol. 39(8), pages 1139-1160, December.
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