How do facilitators most effectively support CAL?: an account of practice of a facilitator's research project. (2nd September 2019)

• Record Type: Journal Article
• Authors: Scott, Daniel
• Is Part Of: Action learning. Volume 16:Number 3(2019)
• Page Start: 266
• Page End: 279
• Publication Date: 2019-09-02
• Subjects: Critical action learning -- facilitation -- research; Organizational learning -- Periodicals; Active learning -- Periodicals; 153.152
• DOI: 10.1080/14767333.2019.1655926
• Languages: English
• ISSNs: 1476-7333

Abstract

ABSTRACT: While on my own journey of personal development in action learning facilitation, I conducted a research project in response to the question: How do facilitators most effectively support Critical Action Learning (CAL)? From selecting the topic and establishing the methodology, through to collecting data and analysing the results, this account shares what I learned throughout the process – as both a first-time researcher and a growing advocate of CAL in organisations. The results of the study were not what I expected. Although I had learned action learning facilitation should always be neutral and learner-led, the results raised significant questions for me around the potential use of more structured and directive approaches to better enable CAL to create real change in organisations.