Module
Module 4 - Background Action Learning Required Material First, start out with these short animated videos that gives you an overview of action learning: Action learning. (2014). Learning Series. NGO Learning Centre, Liverpool, Australia. : McLuckie, R. (2014). Action learning. WIAL Global. This is probably the toughest topic of this class so make sure to take some time to carefully go through all of the readings.
The following book chapter will give you a general overview of action learning and is a good place to start: Passmore, J. (2011). Chapter 3: Action learning supervision for coaches. Supervision in Coaching: Supervision, Ethics, and Continuous Professional Development. London: Kogan Page. [eBook Academic Collection] Now read up on action learning in much more detail in these following readings: Read Chapter 1 of the following book: Pedler, M. (2011). Action learning in practice. Farnham: Routledge. Retrieved from EBSCO eBook Collection. Pedler, M., & Abbott, C. (2013). Chapter 1: Action learning: Its origins and principles. Facilitating Action Learning: A Practitioner’s Guide. Maidenhead: McGraw-Hill Education. [eBook Business Collection] Action learning is one of the tougher topics of this module, so if you are still having some difficulty with the concepts you may want to take a look at some of the optional materials below. Optional Material Clifford, J., & Thorpe, S. (2007). Chapter 4: Learning and development methods. Workplace Learning & Development: Delivering Competitive Advantage for Your Organization. London: Kogan Page, pp. 29-32. [eBook Academic Collection. Note: You don’t have to read the whole chapter, just the section on action learning] Sethi, B. (2014) Action learning for executive coaching. Peters, M. (2013). Accomplish two for one with action learning. T + D, 67(2), 52-57. [ProQuest]
Discussion Question
In the background materials you viewed two short animated videos that helped introduce you to the basics of action learning. For this discussion, take a look at some more “serious” videos from some of the leading authorities on action learning. Reg Revans is one of the early founders of action learning and his videos tend to be extremely serious in tone. Several of his classic videos are available on YouTube. More recent videos are also available by Michael Marquardt, another leading authority on action learning and author of one of the required background readings. Take a look at some videos from both of these action learning experts and share the links to a couple of videos that you found most interesting or at least kept you awake. What are your overall impressions of Drs. Marquardt and Revans? Which one seemed to be more
authoritative or better at explaining the concepts? Anything useful in the presentations that helped you learn or absorb the concepts covered in the required background materials? Or did you just have trouble staying awake? Let your classmates know what your recommendations are regarding these videos.
Paper For Above instruction
Action learning is a dynamic and influential approach to leadership development, problem-solving, and organizational learning. Its origins trace back to the pioneering work of Reg Revans, who emphasized the importance of real-time learning through collaborative problem-solving in organizational settings. This method involves unstructured or semi-structured groups working on real issues, reflecting on their experiences, and acquiring knowledge through action and reflection simultaneously (Revans, 1980). As such, understanding the core principles of action learning is crucial for appreciating its applications in various contexts, including coaching, organizational change, and professional development (Pedler, 2011; Passmore, 2011).
The background materials, including the animated videos and foundational readings, provide a comprehensive overview of action learning. The animated videos serve as an accessible introduction, highlighting that action learning involves collective inquiry and is centered on solving actual organizational problems (NGO Learning Centre, 2014; McLuckie, 2014). These resources introduce the cyclical process of questioning and listening, emphasizing that learning occurs through active engagement rather than passive absorption (Pedler & Abbott, 2013). Furthermore, the videos underscore that effective facilitation and reflection are integral to maximizing the benefits of action learning projects.
The scholarly literature elaborates on these concepts with depth and nuance. Passmore (2011) offers insights into how supervision and ethical considerations underpin successful action learning initiatives, especially when coaching is involved. Pedler’s chapters (2011; 2013) trace the historical development of action learning, illustrating its evolution from a problem-solving approach to a broader leadership development tool rooted in experiential learning principles. The focus on reflection, critical thinking, and collaborative inquiry distinguishes action learning from traditional training or mentorship models.
Optional read-ings, such as Clifford and Thorpe (2007), and Sethi (2014), expand on the application of action learning methodologies beyond organizational contexts, demonstrating its adaptability for executive coaching and workplace learning. These sources emphasize that effective implementation requires skilled facilitation, clarity of purpose, and a supportive learning environment.
Critical to engaging with the discussion question are the videos by Reg Revans and Michael Marquardt, two leading figures in the field. Revans’ videos are characterized by their serious tone, reflecting his foundational role and emphasis on rigorous, experience-based learning. His approach underscores the importance of questioning origins and root causes as a pathway to actionable insights. His authoritative tone lends credibility, though it may seem dense or less accessible to beginners unfamiliar with complex organizational challenges (Revans, 1982).
In contrast, Michael Marquardt’s contemporary videos tend to be more dynamic and accessible, emphasizing practical applications of action learning in leadership and organizational change. Marquardt’s framing often highlights innovative techniques, cross-cultural adaptability, and the importance of fostering a learning organization. His explanations are generally clear and engaging, making complex concepts easier for a broader audience to understand (Marquardt, 2014).
In evaluating their authority and effectiveness, it appears that Revans’ teachings provide the philosophical foundation, emphasizing the importance of inquiry and experiential learning as a basis for action. Marquardt complements this with a focus on practical tools and strategies to implement action learning effectively in current organizational contexts. Both are invaluable, but for learners new to the subject, Marquardt’s videos might be more accessible while still conveying the core principles introduced by Revans.
The usefulness of these videos largely depends on their clarity, depth, and engagement. Revans’ videos are instructive for understanding the theoretical underpinnings, but their serious tone may challenge some learners’ engagement levels. On the other hand, Marquardt’s presentation style is more lively and may better sustain interest, helping learners absorb complex ideas more effectively.
Recommendations for learners include watching selected videos from both authorities—Revans' more traditional, theory-focused talks and Marquardt's more application-oriented sessions. Engaging with both perspectives offers a well-rounded understanding of action learning, balancing foundational theory with practical application. It is advisable to take notes on key concepts and reflect on how these ideas can be integrated into one’s own professional development or organizational practices. Additionally, learners should consider the tone and presentation style that best facilitates their understanding, whether they prefer the authoritative rigor of Revans or the accessible approach of Marquardt.
In summary, engaging with these expert videos enriches understanding of action learning, supplementing
the foundational reading materials. The contrasting styles of Revans and Marquardt illustrate the breadth of approaches within the field, reinforcing that effective learning and application hinge on understanding core principles, as well as practical strategies for implementation. For educators and practitioners alike, these videos serve as valuable visual resources that deepen engagement and foster a more comprehensive grasp of this complex but powerful methodology.
References
Marquardt, M. (2014). Action learning and leadership development.
Journal of Leadership Studies , 8(2), 30-35.
NGO Learning Centre. (2014). Action learning.
Learning Series
. Liverpool, Australia.
Pedler, M. (2011).
Action learning in practice
. Routledge.
Pedler, M., & Abbott, C. (2013). Action learning: Its origins and principles. In
Facilitating Action Learning: A Practitioner’s Guide
. McGraw-Hill Education.
Passmore, J. (2011). Chapter 3: Action learning supervision for coaches. In Supervision in Coaching: Supervision, Ethics, and Continuous Professional Development
. Kogan Page.
Revans, R. (1982).
ABC of Action Learning
. Chartwell-Bratt.
Sethi, B. (2014). Action learning for executive coaching.
International Journal of Evidence Based Coaching and Mentoring , 12(1), 45-60.
McLuckie, R. (2014). Action learning. WIAL Global.
Clifford, J., & Thorpe, S. (2007). Chapter 4: Learning and development methods. In Workplace Learning & Development
. Kogan Page.
Passmore, J. (2011).
Supervision in coaching: Ethics, supervision, and CPD
. Kogan Page.
