The Action Learning Guidebook A Real-Time Strategy for Problem Solving, Training Design, and Employee Development

by Rothwell, William J.

• ISBN13: 9780787945916
• ISBN10: 0787945919
• Edition: 1st
• Format: Paperback
• Copyright: 1999-06-10
• Publisher: Pfeiffer

Summary

Make training more REAL than ever before!You've got groups, facilitated by managers or team members, conducting project planning and problem solving. You've got relatively few formal trainers and instructors. In this modern, team-based environment, how can you ensure that groups develop the skills and knowledge they require?You want training solutions that are problem-oriented, goal-based, and work-related? You need The Action Learning Guidebook. With action learning, no one ever loses sight of the job. The responsibility for learning falls upon the shoulders of the learners, who feel more invested--and interested--in the development process than ever before. Your groups and teams will use this powerful resource to: Create their own learning experiences Plan projects and implement solutions Discover new problem-solving techniques . . . and much more! "Two reasons to buy this book, read it from cover to cover, and apply the concepts immediately: (1) Rothwell is one of the best authors in the performance-improvement business; and (2) action learning is one of the most powerful performance-improvement strategies."--Sivasailam "Thiagi" Thiagarajan, president, Workshops by Thiagi; editor, Thiagi GameLetter"The Action Learning Guidebook is clearly written and the content is excellent. The chapter on partnering with clients to determine real training needs is a gem!"--Dale M. Brethower, professor of psychology, Western Michigan University; president, International Society for Performance Improvement (ISPI)Rothwell, a legAnd in instructional design, gives your employees the tips and techniques they need to conduct reality-based action learning sessions. Teach groups to teach themselves!

Author Biography

WILLIAM J. ROTHWELL is associate professor in The Department of Adult Education, Instructional Systems, and Workforce Education and Development at The Pennsylvania State University. He is the coauthor of Improving On-the-Job Training (1994) and Mastering the Instructional Design Process (1992), both from Jossey-Bass.

Table of Contents

List of Exhibits on Diskette	ix
Preface	xiii
Introduction	xvii
Part I Introducing Action Learning	1	(26)
What Is Action Learning?	3	(16)
Introductory Vignettes	3	(1)
Defining Action Learning	4	(6)
When Should Action Learning Be Used?	10	(1)
What Are Some Barriers to Applying Action Learning?	11	(1)
How Can the Barriers to Applying Action Learning Be Eliminated?	11	(1)
What Are the Key Steps in the Action Learning Model (ALM)?	12	(5)
How Is Action Learning Related to Individual Learning?	17	(1)
Chapter Summary	18	(1)
Why Use Action Learning?	19	(8)
How Does the Organization Benefit from Using Action Learning?	19	(3)
How Does the Organization Develop Individuals Using Action Learning?	22	(1)
How May the Organization Benefit from Using an Action Learning Team to Design Training?	23	(2)
Chapter Summary	25	(2)
Part II Facilitating Action Learning	27	(126)
How Can Situations Appropriate for Action Learning Be Recognized?	29	(16)
Who Decides When Action Learning Is Appropriate?	29	(6)
How Do Decision Makers Recognize Situations Suitable for the Use of Action Learning?	35	(5)
When Should a Problem or Improvement Opportunity Be Handed Over to an Action Learning Team?	40	(1)
Chapter Summary	41	(4)
How Should the Members of an Action Learning Team Be Recruited, Selected, and Oriented?	45	(16)
How Are Action Team Members Recruited and Selected?	45	(8)
How Are Members of an Action Learning Team Oriented?	53	(6)
Chapter Summary	59	(2)
What Is the Team Facilitator's Role in Action Learning?	61	(20)
How Should Team Facilitators Work with Action Learning Teams at Each Stage of Group Development?	61	(3)
What Competencies Are Essential for Team Facilitators?	64	(15)
What Pitfalls Should Team Facilitators Avoid?	79	(1)
Chapter Summary	79	(2)
How Can Action Learning Be Applied to Solving Problems and Developing People?	81	(30)
How Can an Action Learning Team Identify and Solve Problems or Address Other Organizational Issues?	81	(19)
How Can an Action Learning Team Experiment with Solutions?	100	(5)
How Does Action Learning Build Individual and Group Competencies?	105	(3)
Chapter Summary	108	(3)
How Can Action Learning Be Applied to Training Design?	111	(42)
What Are the Advantages and Disadvantages of Using an Action Learning Team to Design Training?	112	(1)
What Special Competencies Are Required of Team Facilitators and Team Members When an Action Learning Team Designs Training?	113	(1)
When Should Action Learning Be Used to Design Training?	114	(1)
How Should an Action Learning Team Design Training?	114	(38)
Chapter Summary	152	(1)
Part III Pointing Toward the Future	153	(22)
How Should Action Learning Be Evaluated?	155	(20)
What Is Meant by Evaluating Action Learning?	156	(1)
Why Should Action Learning Be Evaluated?	156	(1)
Who Should Evaluate Action Learning, and What Is the Role of the Team Facilitator, Team Members, and Others in Evaluating Action Learning?	156	(1)
When Should Action Learning Be Evaluated?	157	(1)
What Should Be the Focus of Efforts to Evaluate Action Learning?	157	(12)
How Should Members of an Action Learning Team Be Debriefed?	169	(3)
Summary and Conclusion	172	(3)
Appendix I Questions and Answers About Action Learning	175	(4)
Appendix II An Assessment Instrument for Action Learning Facilitators	179	(12)
Appendix III Critical Incidents in the Practice of Facilitation	191	(14)
References and Resources	205	(8)
How to Use the Disk	213	(2)
About the Author	215	(2)
Index	217