Abstract
In this article, we highlight paradoxical tensions generated by in-company action learning. We consider the implications of these tensions for critical action learning, which has critical reflection as a core element of its theory and practice. Using paradox theory as a lens, we analyze data from two in-company action learning programs and build a model relating to critical action learning that has four interlinked features. The model can help evaluate in-company action learning with a view to identifying emotional and political dynamics that are open (or closed) to critical reflection. Such identification assists in making judgements about the appropriateness of critical action learning within a specific organizational context. Our broader contribution is to frame action learning and critical action learning not only as separate approaches but also as potentially interlinked stages in an ongoing process of individual and organizational learning.
Original language | English |
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Pages (from-to) | 86-106 |
Number of pages | 21 |
Journal | Management Learning |
Volume | 49 |
Issue number | 1 |
DOIs | |
Publication status | Published - 1 Feb 2018 |
Keywords
- Action learning
- critical action learning
- critical reflection
- paradox
ASJC Scopus subject areas
- General Decision Sciences
- Strategy and Management
- Management of Technology and Innovation
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Russ Vince
- Strategy & Organisation
- Centre for Future of Work
- Management - Professor Emeritus
Person: Research & Teaching, Honorary / Visiting Staff