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The evidence for the effectiveness of action learning

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  • H. Skipton Leonard
  • Michael J. Marquardt

Abstract

For the past 50 years, organizations and individuals around the world have reported success in their use of action learning programs to solve problems, develop leaders, build teams and transform their corporate cultures. However, very little rigorous research has been conducted to determine the effectiveness of action learning. The authors reviewed 21 refereed articles, theses and dissertations that quantitatively and/or qualitatively measured the impact of action learning and to determine the success factors in action learning programs. The evidence elicited from these studies support the following: (1) action learning develops broad executive and managerial leadership skills, particularly collaborative leadership and coaching skills; (2) action learning improves the ability of managers to develop integrative, win/win solutions to conflict situations; (3) governing variables that were consistently identified as critical to the success of action learning include questioning, taking action, learning from group members, listening, group diversity, feelings of confidence and well-being, safe environment, and the presence of a coach; and (4) significant factors for conducting successful action learning programs involved: (1) team-level processes of skilled coaching, diversity, self-directed team processes, effective team presentations and review of team processes; as well as (2) organization-level processes of ensuring implementation of solutions, alignment and importance of the problem, support of top decision makers and the leveraging of organizational resources.

Suggested Citation

  • H. Skipton Leonard & Michael J. Marquardt, 2010. "The evidence for the effectiveness of action learning," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 7(2), pages 121-136, April.
  • Handle: RePEc:taf:alresp:v:7:y:2010:i:2:p:121-136
    DOI: 10.1080/14767333.2010.488323
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    Cited by:

    1. Martha Mumbi Simwanza & Olawumi Dele Awolusi, 2020. "Customer Experience Monitoring: A Study of Zambian Banks," Journal of Education and Vocational Research, AMH International, vol. 10(2), pages 1-17.
    2. Cheri Speier-Pero, 2018. "Leveraging Experiential Field Projects—Discovery Learning in a Masters in Analytics Program," INFORMS Transactions on Education, INFORMS, vol. 18(3), pages 162-173, May.
    3. Hinrichsen, Carsten & Nelausen, Malene Kubstrup & Nielsen, Line & Santini, Ziggi Ivan & Meilstrup, Charlotte & Rod, Morten Hulvej & Koushede, Vibeke & Lauridsen, Sigurd, 2022. "The workings of an action learning program for building mental health promotion capacity – A realist evaluation," Evaluation and Program Planning, Elsevier, vol. 92(C).
    4. Andrew D. Eaton & Francisco Ibáñez-Carrasco & Shelley L. Craig & Soo Chan Carusone & Michael Montess & Gordon A. Wells & Galo F. Ginocchio, 2018. "A blended learning curriculum for training peer researchers to conduct community-based participatory research," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 15(2), pages 139-150, May.
    5. Janice Byrne & Frédéric Delmar & Alain Fayolle & Wadid Lamine, 2016. "Training corporate entrepreneurs: an action learning approach," Small Business Economics, Springer, vol. 47(2), pages 479-506, August.

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