ROBERT DILWORTH is an Associate Professor Emeritas at Virginia Commonwealth University.

YURY BOSHYK is founder of Global Executive Learning, a world-wide network of knowledge experts on global trends.

List of Tables, Figures, Boxes and Illustrations	p. xii
Preface	p. xiv
Acknowledgements	p. xix
Notes on Contributors	p. xxi
Sector Overviews
Action Learning in Health care	p. 3
Introduction	p. 3
Background: The U.K. National Health Service	p. 4
Action learning practice in the NHS	p. 5
Some limitations and difficulties	p. 7
Action learning in an NHS Trust: A case example	p. 8
Discussion	p. 11
Conclusion	p. 12
Action Learning in Education	p. 15
Introduction	p. 15
The context within which action learning occurs in the United States	p. 16
Action learning in secondary school systems	p. 17
Action learning programs in higher education	p. 23
Conclusion	p. 38
Transformative Action Learning in the U.S. Government	p. 43
Introduction	p. 43
The US$4 billion comprehensive exam	p. 45
The problem	p. 46
Enter Chinook	p. 47
Results	p. 49
Transformative learning	p. 53
Action Learning in the Military	p. 55
Introduction	p. 55
Some case examples	p. 56
The Army as a learning organization	p. 61
Conclusion	p. 66
Action Learning in the Business World: Past, Present, and Future	p. 68
What kind of action learning? And what does the term mean?	p. 68
Reg Revans and “traditional” action learning in the business world	p. 69
The “Americanization” of action learning in the business community	p. 71
Action Reflection Learning™ (ARL): Swedish and U.S. Variations	p. 74
Business driven action learning	p. 77
The future of action learning in the business community	p. 86
Action Learning, Community, and Civil Society	p. 99
Introduction	p. 99
Identifying agents of action learning	p. 100
Civil society	p. 102
Community development	p. 103
Action learning and “development work”	p. 104
The critical realism of action learning	p. 105
Further examples	p. 109
Action learning as a beacon for civil society	p. 110
Conclusion	p. 112
Themes
The Practical Primacy of Questions in Action Learning	p. 119
Introduction	p. 119
Action learning and the primacy of questions	p. 120
Revans on learning and questions	p. 121
The power and purposes of questions	p. 123
The importance of questions “versus” answers	p. 123
Questions, learning, and reflection	p. 125
Linking questions with action and results	p. 125
A team discovers missed questions	p. 128
Conclusion	p. 129
Process in Action Learning Teams: Similarities and Variations	p. 131
Introduction	p. 131
The nature of teams	p. 131
Action learning teams as a distinct subcategory of teams	p. 133
Examining process within action learning teams	p. 134
Process as mediated by culture on action learning teams	p. 138
Conclusion	p. 142
Action Learning and Organization Development	p. 144
Problems of definition	p. 144
Comparing action learning and organization development	p. 147
A special case of action learning	p. 149
Conclusion	p. 152
Action Learning and the Learning Organization: Building Learning Capacity in Individuals, Groups and Organizations	p. 154
Our approach to action learning	p. 155
Individual level of the learning organization	p. 155
Team level of the learning organization	p. 158
Organization level of the learning organization	p. 160
Conclusion	p. 163
Action Learning and Action Research	p. 166
A few important fundamentals	p. 166
Pioneer figures and their orientations	p. 168
Exemplars for comparison of action learning and action research	p. 171
Easy lessons from the examples	p. 174
Charting “news of difference” between action learning and action research	p. 175
Future Search as Action Learning	p. 179
Kurt Lewin's legacy	p. 179
A short history of future search principles	p. 181
Future search as a learning model	p. 183
A philosophy and theory of facilitating	p. 185
Future search as a cross-cultural phenomenon	p. 185
Case study: Children of Southern Sudan	p. 185
Results and critical factors	p. 188
Learning from a learning event	p. 189
Crossing cultures is counterintuitive, unless…	p. 189
Conclusion: A comment on the “future”	p. 190
Perspectives
Action Learning through the Lens of Action Learners	p. 195
My friend Reg	p. 195
Experiencing action learning (my thoughts)	p. 197
Adventures in action learning	p. 199
A view from Romania	p. 201
Action learning for a lifetime	p. 202
Learning by doing, doing by learning	p. 203
My experiences with action learning	p. 205
Our experiences in action learning	p. 207
My action learning experiences	p. 208
Revans' legacy	p. 209
Experience of action learners	p. 209
From the Frying Pan to the Fire - And Back Again: An Action Learning Story from General Electric	p. 211
Part I: The frying pan	p. 211
Part II: The fire	p. 217
Epilogue: The frying pan again	p. 223
My Experience with Business Driven Action Learning	p. 226
Foundations of learning	p. 227
Our organization	p. 228
“Outside-in” perspectives	p. 228
Our external environment	p. 228
Value creation	p. 288
Leadership	p. 229
Making Space for Reflection in Action Learning	p. 231
So, what is the problem?	p. 232
Making space for reflection	p. 235
Conclusion: A final reflection	p. 240
Action Reflection Learning: Tales of Two Journeys	p. 242
Victoria Marsick's story	p. 243
Isabel Rimanoczy's story	p. 247
Looking to the Future of Action Learning	p. 256
Introduction	p. 256
The strategic view	p. 257
The basic context	p. 258
Meeting the challenge	p. 259
The issue of problem diagnosis versus implementation of solutions	p. 266
A suggested future state for action learning	p. 269
Conclusion	p. 274
Appendix: Robert L. Dilworth: His Life and Legacy (1936-2009)	p. 276
Glossary	p. 286
Index	p. 295
Table of Contents provided by Ingram. All Rights Reserved.

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Action Learning and its Applications

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