Application of action learning principles in other developmental processes.

2009 ◽  
pp. 191-201
Author(s):  
Michael J. Marquardt ◽  
H. Skipton Leonard ◽  
Arthur M. Freedman ◽  
Claudia C. Hill
Keyword(s):  
Action Learning ◽  
Developmental Processes ◽  
Learning Principles

Increasing Adult Learner Engagement in E-learning Courses through Learner Case Writing

2010 ◽  
pp. 971-984
Author(s):  
Rosemary B. Closson ◽  
Carmeda Stokes
Keyword(s):  
Learning Environments ◽  
Situated Learning ◽  
Adult Learner ◽  
Action Learning ◽  
Critical Discussion ◽  
Future Trends ◽  
Learner Engagement ◽  
E Learning ◽  
Case Writing ◽  
Learning Principles

This chapter proposes learner case writing (LCW) as a case-based method that has been successfully used to increase adult learner engagement in an online asynchronous environment. LCW is a response to the expressed need identified in the literature for increased incorporation of experiential activities in e-learning environments. A critical discussion of the theoretical base and learning principles that underpin this method (such as experiential learning, action learning, authentic learning, and situated learning) is also provided. Phases of the LCW process are outlined and key challenges the authors encountered while using the LCW process online are presented. The authors describe their responses to mitigate the challenges experienced and make general recommendations for online learning using experiential approaches. This chapter concludes with final thoughts on future trends.

An action-oriented method for interprofessional organization development at a hospital operating unit

2016 ◽  
Vol 15 (2) ◽  
pp. 177-197 ◽  
Author(s):  
Christofer Rydenfält ◽  
Per-Anders Larsson ◽  
Per Odenrick
Keyword(s):  
Health Care ◽  
Organizational Development ◽  
Group Process ◽  
Process Analysis ◽  
Action Learning ◽  
Health Care Practices ◽  
Problems And Solutions ◽  
High Level ◽  
Learning Principles ◽  
Operating Unit

The complexity of modern interdisciplinary health care practices, where different specialties work together to solve complex problems, challenges traditional approaches to organizational development and quality improvement. An example of this is surgery. This article describes and evaluates an action-oriented method to facilitate organizational development and innovation at an operating unit, centered on interprofessional aspects of health care, a method that shares some features with action learning. At its core the method had a group with members from all specialties in an operating team, who participated in regular meetings facilitated by a process leader, according to experiential learning principles. The group was evaluated using mixed methods (including interaction process analysis (IPA)), of which video recorded group meetings and interviews constituted the main sources of data. Results showed that the group achieved a successful organizational change. Indications of the success of the group process were the low level of conflicts and the high level of task focus. Interprofessional boundaries appeared to be bridged as all members participated in formulation of both problems and solutions while not being afraid to voice different opinions. Problems could be attributed to lack of awareness of the group at the operating unit at which the intervention took place.

scholarly journals Planning for mental wellbeing in an old age home during the Covid-19 pandemic by homoeopathic institution: Structuring the intervention

2022 ◽  
Vol 4 ◽  
pp. 106-111 ◽  
Author(s):  
Mansi Surati ◽  
Manoj Kanchanbhai Patel ◽  
Sunita Bhanudas Nikumbh ◽  
Rajesh Ramkunwar Yadav ◽  
Abhishek Dnyaneshwar Kukde ◽  
...  
Keyword(s):  
Old Age ◽  
Independent Living ◽  
Action Learning ◽  
Well Being ◽  
The Elderly ◽  
Mental Wellbeing ◽  
Extensive Literature ◽  
Accurate Identification ◽  
Learning Principles ◽  
Mental Well Being

Objectives: During the on-going COVID-19 pandemic, the risk to the mental well-being of the elderly living in an old age home (OAH) has increased considerably. Dealing with this issue requires special measures. The current literature has very few examples of such programmes. We aimed to promote emotional balance and an independent living with positive outlook on life among the residents of the OAH facility during the pandemic based on action learning principles. This programme was conducted in an OAH that our institute has been associated with for several years. HelpAge India, a non-governmental organisation working in India to assist disadvantaged senior citizens, provided a programme that covered 12 themes. This article deals with the structuring process of the programme. Materials and Methods: The team comprised homoeopathic consultants and the faculty and students of a postgraduate homoeopathic institute. An extensive literature search and consultation with experts from various fields enabled the team to plan and build the final programme were evolved. Results: Broad themes gave rise to distinct modules and objectives were derived for each of these. Detailed action plans were worked out and a plan of evaluation for each of these modules was worked out. Conclusion: Planning a programme to ensure well-being needs a close and accurate identification of the needs of the residents of a particular OAH. A multidisciplinary approach can help in evolving effective strategies to formulate models for geriatric mental well-being.

scholarly journals Developing and implementing ‘meta-supervision’ for mental health nursing staff supervisees: opportunities and challenges

2016 ◽  
Vol 9 ◽  
Author(s):  
Niels Buus ◽  
Lisa Lynch ◽  
Henrik Gonge
Keyword(s):  
Mental Health ◽  
Nursing Staff ◽  
Action Learning ◽  
Group Processes ◽  
Individual Change ◽  
Mental Health Nursing ◽  
Supervision Process ◽  
Supervision Practices ◽  
Health Nursing ◽  
Learning Principles

AbstractThis paper reports from a study of an intervention aimed at strengthening mental health nursing staff supervision. We developed and tested a short-term group-based meta-supervision intervention as a supplement to usual supervision. The intervention drew on action learning principles to activate and inspire supervisees to develop strategies for influencing their own supervision practices. The core ‘meta-supervisory’ process was organized round participants’ reflections on the possible benefits of supervision, their perceived barriers to realizing the benefits, and the articulation of concrete actions to overcome the barriers. In this paper, we introduce previously reported findings from the study and present two novel supplementary analyses of data from the meta-supervision process. First, we analyse a transcript of an audio recording made during the intervention, which illustrates how supervisees generate empowering psychosocial resources through the group processes. Second, we analyse supervisees’ paraphrased accounts of barriers to effective supervision and their accounts of personal projects to overcome the barriers. Barriers ‘outside’ the supervision setting primarily inspired projects aimed at creating structural change, whereas barriers ‘inside’ the supervision setting inspired projects aimed at creating individual change. The meta-supervision intervention was effective in increasing participation in supervision, but it shared the same problems of resistance and reluctance as often observed in supervision in general. In the discussion, we compare our ‘bottom-up’ approach to activating supervisees and implementing supervision practices with ‘top-down’ approaches. The meta-supervision intervention illustrated the importance of engaging supervisees in their own supervision and suggested how it can have both individual and organizational benefits.

Authentic leadership and mindfulness development through action learning

2016 ◽  
Vol 31 (1) ◽  
pp. 296-311 ◽  
Author(s):  
Louis Baron
Keyword(s):  
Leadership Development ◽  
Repeated Measures ◽  
Authentic Leadership ◽  
Action Learning ◽  
Development Program ◽  
Structured Interviews ◽  
Content Type ◽  
Quasi Experimental ◽  
Leadership Development Program ◽  
Learning Principles

Purpose – The purpose of this paper is to evaluate a three-year training program based on action learning principles with regard to its effectiveness in fostering authentic leadership (AL) and mindfulness among the participants. Design/methodology/approach – Data were obtained using a mixed-method design. Quantitative data were collected using a quasi-experimental sequential cohort design with comparison group, in which 143 participants responded to a self-evaluation questionnaire up to six times over a three-year period. Semi-structured interviews were also conducted with 24 managers. Findings – The results indicate that, as participants evolved through the leadership development program, self-reports of AL and mindfulness increased significantly and linearly as determined using repeated measures ANOVA, paired t-tests, and content analysis of interviews. Practical implications – The results suggest that a leadership development program based on action learning principles can foster the development of AL and mindfulness. The core elements of action learning (i.e. working on real problems, gaining new insights in a supportive and confrontational environment of one’s peer) appear to be key to bringing about real changes in the behavior of participating managers and maximizing the chances of generating lasting effects. Originality/value – This is the first longitudinal study to demonstrate that the development of mindfulness and AL – which calls for internalization of attitudes and behaviors – can be fostered by a leadership development program. The question of whether AL can be developed through planned interventions is paramount for advancing theory and research on AL.

Applying Action Learning Principles to Academic Seminars: A Study in Praxiological Action

2017 ◽  
pp. 105-128
Author(s):  
Chris de Winter Hebron ◽  
Doreen J. de Winter Hebron
Keyword(s):  
Action Learning ◽  
Learning Principles

A PKM–Based Decision-Making Training Program for Personal Healthcare

2018 ◽  
Vol 14 (3) ◽  
pp. 101-114 ◽  
Author(s):  
Yi-Mei Huang ◽  
David J. Pauleen ◽  
Shane Scahill ◽  
Nazim Taskin
Keyword(s):  
Decision Making ◽  
Training Program ◽  
Action Learning ◽  
Training Model ◽  
Pilot Training ◽  
Clear Understanding ◽  
Healthcare Decision ◽  
Healthcare Decision Making ◽  
Learning Principles ◽  
Individual Healthcare

Making effective healthcare decisions is important. Despite the large volumes of information available, individuals often face limitations evaluating this information and making effective decisions. This article reports on the design, implementation and evaluation of a pilot training program based on action learning principles. The evaluation of the pilot program provided a clear understanding of what needed to be refined in terms of program structure, content and delivery. Participants' experience of the PKM process was also gained. The results of the study are expected to contribute to knowledge management in three ways: 1) inform current and future researchers of PKM in individual healthcare decision-making; 2) provide a PKM training model for individual healthcare decision-making; 3) demonstrate how action learning can be linked with a training program for the purposes of collecting research data.

Sign in / Sign up

Export Citation Format

Share Document