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The contradictions of impact: action learning and power in organizations

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  • Russ Vince

Abstract

In this polemical essay, Professor Russ Vince argues that it is important to understand the contradictions that can be generated by action learning. This method is a powerful and effective approach to managers' learning that can underpin transformations of management practice. However, any method for learning, no matter how convinced we are of its efficacy, is tied to organizational power relations and their effects. It is likely that the radical potential of action learning sits side-by-side with the political purpose that the use of the approach might serve. Power relations create contradictions in how learning methods are felt, used, and understood. Engaging with the contradictions of action learning has the potential to improve its impact and effectiveness.

Suggested Citation

  • 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.
    • Handle: RePEc:taf:alresp:v:9:y:2012:i:3:p:209-218
    DOI: 10.1080/14767333.2012.722356
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    References listed on IDEAS

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    1. Russ Vince, 2004. "Action learning and organizational learning: power, politics and emotion in organizations1," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 1(1), pages 63-78, April.
    2. 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.
    3. Alison Hillman, 2012. "Working with negative emotions in sets," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 9(2), pages 177-182, March.
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    Cited by:

    1. 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.
    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.

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