Mike Pedler

The Learning Company

The learning company is an organisation which facilitates the learning of all of its members and continuously transforms itself in order to meet its strategic goals. The paper introduces the concept of the learning company and examines its relevance in modern industrial society. A study of Director‐level personnel in eight large public and private sector organisations in the United Kingdom provides support for the concept. Following a discussion of the learning company as an organisational transformation, guidelines for designing learning companies are proposed.

What has action learning learned to become

This inquiry originates in a conversation between the first two authors which concluded with the challenge that a Revans Institute for Action Learning & Research should not only be doing research by action learning and but should also be researching into action learning itself.

Some debates and challenges in the literature on action learning: the state of the art since Revans

Action learning has travelled in some new directions and become an evolving practice since Revans first articulated his great idea. This paper focuses on some key challenges in the literature, some of which relate to these more recent directions in theory and practice. In particular, we consider the persistent problem of defining action learning and the varieties in practice which are in evidence, the nature of ‘action’ in action learning and the developing theory and practice of critical action learning as contrasted with the ‘classical’ approach to action learning. These debates are chosen for consideration here because they appear to strike at the heart of what action learning is for and because they are in evidence across a range of action learning literature. Some implications of these debates for human resource development (HRD) are also considered, including the potential action learning has for making a contribution to organizational learning, especially in treating ‘wicked’ problems and ill-structured challenges.

A guide to the learning organization

What is the learning organization? Why is it important? Learning is often seen as an individual level activity but organizational learning is concerned with collective learning processes. The second half is an annotated bibliography of key books in the field.

Leadership development in small- and medium-sized enterprises: the case for action learning

In most developed economies the health of the smalland medium-sized enterprise (SME) sector has long been seen as essential. The sector can account for between 50 and 70% of all firms and generates a large percentage of the gross national product; has the potential to create employment; and represents a source of innovation. Furthermore, government and policy makers often see the SME community as the source of tiny acorns from which large oak trees can grow. The link between the quality of leadership and the management of the smaller firm is becoming clearer (Jones, Macpherson, and Thorpe 2010). To be successful, small firms need to recognise and value very different kinds of capital: financial, human and social (Burt 1992). Although distinct in the way they are used, these are all highly interrelated and amorphous, representing a continually shifting aggregation of support upon which the organisation must rely if it is to remain successful. Whilst at first glance the financial aspects of a business’s capital appear tangible and open to rational analysis, the human and the social aspects are far less well understood, yet – as the papers selected for this special edition demonstrate – it is these that are often critical in creating the opportunities for organisational success

Virtual action learning: practices and challenges

This paper reports findings from research that set out to explore virtual action learning (VAL) as an emerging variety of action learning (AL). In bringing together geographically dispersed individuals within and across organizations, and possibly across time, VAL has obvious potential in both educational and commercial contexts. Whilst there is an extensive and growing literature on face-to-face (f2f) AL, at the start of the inquiry (October 2006) there was little evidence of the virtual variety. At the same time, there was considerable interest expressed by educationalists and practitioners in adapting AL to VAL, but a lack of understanding of how to go about it, which appeared to be a barrier to uptake. The research comprised a literature review, a network inquiry and interviews with VAL practitioners. The findings reveal more practice than was anticipated and that VAL is a distinct variety of AL, characterised by its virtual, non-f2f nature, and that it has its own strengths and weaknesses. After discussing the prospects for a virtual form of AL, this paper offers a 6-form classification of VAL, considers some of the theoretical questions that might usefully be pursued in connection with this emerging practice and explores its potential in the light of emerging technologies. The paper concludes that, like AL, VAL is not singular but takes a variety of forms, each with distinct characteristics. The question of whether it is better than, or second best to, f2f AL is debated and we conclude that it should not necessarily be evaluated against f2f AL, but seen as a practice in its own right and located in the broader practices of virtual and network learning and their correspondence to social, cultural, technical and economic change in the wider society.

How can action learning contribute to social capital

This paper explores the contribution that action learning can make to the formation of social capital via experiences of action learning projects in NHS Pathology Services in the UK. The paper describes the development of action learning practice in recent years, reviews the notion of social capital and considers how action learning might contribute to its formation. A case study of action learning in the development of a locally unified pathology service is used to illustrate the processes by which actions and learnings may be transferred and extended from sets to contribute to organisational learning in wider systems and networks.

Action learning, organisational research and the ‘wicked’ problems

We note an increasing number of research projects that are employing an action learning methodology as part of their data collection and intervention into the particular focus of their concern. So, for example Ram and Trehan’s work on ‘Critical Action Learning, Policy Learning and Small Firms’ presents a conceptual and empirical synthesis of critical action learning and policy learning; the vehicle is a five-year inquiry into an initiative that aimed to provide business support to an action learning set comprising six African-Caribbean entrepreneurs. Gold’s work in the Northern Leadership Academy has clearly identified the value and relevance of action learning in different sectors with an emphasis on small and medium sized enterprises and the voluntary sector. Collaboration with Sector Skills Councils, Local Authorities, Higher Education Institutions, Further Education colleges, Chambers of Commerce as well as a large network of providers has yielded much data as well as innovative programmes of delivery, all based on action learning. Is action learning becoming the method of choice for organisational research? And if so, why might this be so? In an argument against the current faith in science as a cure for all ills, the notion of ‘wicked problems’ was proposed in the context of social planning by Rittell and Webber (1973, 155):

Cultivating foresight and innovation in action learning: reflecting ourselves; reflecting with others

A passion for action learning: Yet a passion for the idea, along with an active participation in the practice, is inseparable from the ambitions of the theoretical inquiry. Experiencing the surprise and power of action learning prompts an enthusiasm to share it, and also raises the practical and questions that prompt research and development. The commitment to practice and to theorise action learning stems from an acknowledgement that there is so much that we do not understand. (Extract from Action Learning: Research and Practice Strategy Document, July, 2010)

Developing within the Organisation: Experiences with Management Self Development Groups

It is now about five years since I began working with groups of managers tackling their self development together within organisations. In that time and, somewhat to my surprise, management self development groups have become quite popular and appear to be much more acceptable now than then. To explain my surprise I should explain that Tom Boydell and I came to the idea of self development groups to solve a problem we had with the earlier notion of an individual self development package (Pedler, 1978) designed to help managers learn from their daily life and work experience. We carried out some research with a large company at which fifty managers