There can be few tasks so daunting as to describe action learning in an abbreviated and concentrated way. Those who have experienced action learning know the wide variety of forms it can take. There can be vast differences of interpretation and application. The lack of a tightly defined framework can be a distraction, especially to those accustomed to curriculum design. On the other hand, the flexibility of action learning in promoting learning and elevating organizational performance can be highly attractive.
This article covers action learning in a contextual way, first, by relating it to two societal trends. Three examples are then provided that leave the reader free to interpret their significance and how they differ from traditional approaches to problem resolution. The remainder of the article then outlines action learning principles. The goal is an integrated view of action learning in application, including some contrasting beliefs.
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