Download Action Learning, Leadership and Organizational Development by Clare Rigg, Sue Richards PDF

By Clare Rigg, Sue Richards

Unprecedented funding is being made in management improvement around the public zone: management classes are becoming, and improvement is a middle subject matter of organizational skill construction projects. inside of this, motion studying has attracted expanding curiosity as an strategy which may concurrently tackle person and organizational improvement.

An awesome and scholarly assortment, this booklet collates very important examples and considers the proof for motion learning’s effectiveness. An vital learn for postgraduate scholars and researchers of human assets, education and improvement, this crucial ebook attracts very important insights to elevate new questions about the position of the facilitator, the price of a ‘bilingual’ skill with public carrier concerns and facilitation, comparisons with training and mentoring, and implications for making use of motion studying in a politicized or hierarchical atmosphere and on a consultancy basis.

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Read or Download Action Learning, Leadership and Organizational Development in Public Services (Routledge Studies in Human Resource Development) PDF

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Extra info for Action Learning, Leadership and Organizational Development in Public Services (Routledge Studies in Human Resource Development)

Sample text

The new inspectoral regime established under Ofsted was focused on providing parents and the wider public with information about comparative school performance, rather than on helping teachers improve, as the previous HMI had been – holding the profession to account rather than being part of the professional community. Teachers were unable to retain the initiative in the same way as doctors, and found themselves accountable for performance to others, particularly boards of governors, outside the profession for the first time.

The reflective process can take place both during action and after the action has taken place (Schön, 1983). The social learning school embraces two features of reflective thinking. First, reflective thinking involves a state of doubt, hesitation, perplexity, and mental difficulty. Rather than threatening self-efficacy, these force the learner to generate creative alternatives that preserve self-efficacy. Self-efficacy is maintained because the person being questioned is simply encouraged to look at different possibilities.

Forcing them to try to achieve outputs defined at the centre will not work. Tame problems are those where solutions are known, or where there is a chance through investment in research and evaluation of finding an answer. Looking at the rise in many social indicators which occurred during the postwar years, it is evident that this was a time when intractable problems were tamed, and solutions embedded in the professional practice and policies of the welfare state. There does appear to be a new class of problems, tame rather than intractable, which lie on the boundaries between different jurisdictions, and which have remained relatively unaddressed in the recent past.

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