Action learning handbook : powerful techniques for education, training and professional development

목차 (Table of Contents)

• CONTENTS
• Acknowledgements = ⅶ
• Introduction = 1
• PART Ⅰ STARTING ACTION LEARNING
• 1 Introducing action learning = 11
• Personal and management development = 11
• What is action learning? = 13
• Evaluation = 18
• The values in action learning = 18
• 2 Types of action learning = 26
• Facilitated sets sponsored by organizations = 26
• Independent action learning sets = 31
• Pair sets = 32
• Self-facilitated sets = 35
• Continuing professional development = 37
• Applications in organizations = 39
• Action learning in higher education = 45
• A typology of action learning = 46
• 3 Introductory workshops = 49
• Three introductory workshops = 52
• 4 Starting a set : the first and second meetings = 65
• Preliminaries = 65
• Ground rules = 67
• Getting to know each other : introductory activities = 71
• Beginning the work of the set = 73
• Ending the first meeting and day = 75
• Next meeting(s) = 76
• The second set meeting = 76
• An alternative approach = 78
• PART Ⅱ UNDERSTANDING ACTION LEARNING
• 5 Dialogue and collaborative learning = 83
• What do We mean by dialogue? = 83
• Stages and perspectives of learning = 84
• 6 Action learning as a reflective process = 93
• Sch$$\ddot o$$n's reflective practitioner = 94
• Reflective practice = 95
• 7 The social context of action learning = 107
• Single and double loop learning = 107
• Emotion and action learning = 109
• Defensive reasoning = 111
• Conditions for reflective learning = 112
• How action learning promotes double loop learning = 115
• Action learning, power and organizational learning = 116
• How action learning promotes critical reflection = 120
• PART Ⅲ FACILITATING ACTION LEARNING
• 8 Group dynamics in action learning = 127
• Group psychology = 127
• The life of a set = 144
• How is action Learning different from a T-group, therapy or counselling? = 144
• 9 Being a presenter = 147
• Being effective in a set = 147
• 10 Being a set member = 164
• Listening = 164
• Restatement of the presenter's story = 173
• Empathy = 175
• Socratic questioning = 179
• Feedback = 182
• 11 Being a facilitator = 185
• Facilitator presence = 186
• Facilitator speech time = 187
• The relationship of the facilitator to set members = 189
• Core qualities of the facilitator = 193
• 12 Development and accreditation of facilitators of action learning = 207
• Context = 207
• Ealing = 208
• City of Birmingham = 214
• 'External' observation of process = 215
• Conclusion = 218
• PART Ⅳ EVALUATING ACTION LEARNING
• 13 The process review = 221
• 14 Evaluating action learning = 238
• Evaluation method = 241
• Evaluation results = 243
• 15 Endings = 255
• Ending a set meeting = 255
• Ending a cycle of set meetings = 256
• Conclusion = 261
• Appendix : Group action learning = 264
• References = 270
• Index = 279