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In this chapter, I hope to first locate action learning within the range of prevailing “action modalities” in management development that conceive of practice as having its own epistemology. They all more or less emphasize the value of concurrent reflection on experience to expand and create...
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Given the need to unlock the capacity of everyone in the organization, interest in collaborative leadership is growing. But how is such a practice developed? The author proposes the use of action learning-in its original formulation, namely, through reflection on real-time work experience...
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Action learning has been used as a potential resource of human resource development for adopting collective leadership. The word potential is noteworthy because it is not necessarily the conventional purpose of action learning when adopted as a human resource development tool. It is primarily...
Persistent link: https://www.econbiz.de/10014088274
This paper constitutes a review of the question whether unionization leads to deprofessionalization or whether deprofessionalization occurs first to be followed by union efforts to restore professional status to a profession under attack from social, political, and economic forces, including the...
Persistent link: https://www.econbiz.de/10013500785
This article introduces readers to a new approach to leadership that has come on the scene in recent years, and it is called “Leadership-as-Practice.” As an offshoot of the so-called “practice turn” in the social sciences, referring to the study of everyday activities, it challenges some...
Persistent link: https://www.econbiz.de/10013502134
The practice perspective of leadership de-emphasizes purpose and rather recognizes pre-reflective forms of intentionality carried out in embodied practices that may be subsequently guided by democratic, emancipatory, and reflexive processes. Although leadership-as-practice should be classified...
Persistent link: https://www.econbiz.de/10013502135
A comprehensive model of work-based learning is illustrated combining explicit and tacit forms of knowing and theory and practice modes of learning at both individual and collective levels. The model is designed to bring together epistemic contributions which are typically studied in isolation....
Persistent link: https://www.econbiz.de/10013502406