very useful reflective space of learning both at individual level and a platform for sharing and learning about the wider organisational issues. The comments from the participants clearly demonstrate this: have been able to use reflective thinking to examine my own feelings ad use the ‘I learning to enable me to make good decisions’ am able to look at working situations through different lenses and make sense ‘I through reflection’. have been able to has given me more resilience and energy ‘I critically reflect …which to engage in the change’. The action learning facilitators also make clear reference to the process of reflecting and their aim encourage participants to make connections, analyse seemingly contradictory data and ‘to to consider new possibilities.’ RQ2 Impact of Learning This section attempts to demonstrate action learning works by capturing evidence of the how outcomes of the action learning processes and claims to changed leadership behaviour. Emergent themes illustrated below include identity, performance, individual learning, organisational learning, outcomes focussed less on practical action and more on new insight (learning-focussed outcomes); outcomes focussed more on practical action than altered insights (action focussed outcomes), and finally outcomes which appeared to be balanced in terms of new insight or perspective new practice (balanced outcomes). and Identity One clear proximal outcome for the action learning members is self-assessment of their as managers and leaders in their current roles. In their assessed reports several
very useful reflective space of learning both at individual level and a platform for sharing and learning about the wider organisational issues. The comments from the participants clearly demonstrate this: ‘I have been able to use reflective thinking to examine my own feelings ad use the learning to enable me to make good decisions’ ‘I am able to look at working situations through different lenses and make sense through reflection’. ‘I have been able to critically reflect …which has given me more resilience and energy to engage in the change’. The action learning facilitators also make clear reference to the process of reflecting and their aim ‘to encourage participants to make connections, analyse seemingly contradictory data and to consider new possibilities.’ RQ2 Impact of Learning This section attempts to demonstrate how action learning works by capturing evidence of the outcomes of the action learning processes and claims to changed leadership behaviour. Emergent themes illustrated below include identity, performance, individual learning, organisational learning, outcomes focussed less on practical action and more on new insight (learning-focussed outcomes); outcomes focussed more on practical action than altered insights (action focussed outcomes), and finally outcomes which appeared to be balanced in terms of new insight or perspective and new practice (balanced outcomes). Identity One clear proximal outcome for the action learning members is self-assessment of their as managers and leaders in their current roles. In their assessed reports several
Why-and-how-action-learning-works-within-a-Leadership-Development-Programme-a-case-study-within-a-UK-Public-Sector-Leadership-and-Management-p.docx