IDEAS home Printed from https://ideas.repec.org/a/taf/alresp/v9y2012i2p177-182.html
   My bibliography  Save this article

Working with negative emotions in sets

Author

Listed:
  • Alison Hillman

Abstract

This account draws upon learning from an incident in an action learning set where an individual challenged a mandatory organisational requirement. As a facilitator I reflect upon my initial defensive reaction to this challenge. The use of critical action learning to inform ourselves as facilitators of the underlying tensions between set members and the organisations within which we work is explored. The importance of recognising and working with emotions objectively in action learning sets in order to maximise opportunities to learn about ourselves as individuals and the organisations we work in is emphasised.

Suggested Citation

  • Alison Hillman, 2012. "Working with negative emotions in sets," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 9(2), pages 177-182, March.
    • Handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:177-182
    DOI: 10.1080/14767333.2012.687915
    as

    Download full text from publisher

    File URL: http://hdl.handle.net/10.1080/14767333.2012.687915
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1080/14767333.2012.687915?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. 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.
    2. Ulrike Burger & Kiran Trehan, 2018. "Action learning in East Africa: new encounters or impossible challenges?," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 15(2), pages 126-138, May.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:taf:alresp:v:9:y:2012:i:2:p:177-182. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Chris Longhurst (email available below). General contact details of provider: http://www.tandfonline.com/CALR20 .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.