280 Photographs – Reg Revans and Action Learning Photo 1 Reg

280 Photographs – Reg Revans and Action Learning

Photo 1 Reg Revans in the BBC television studio in London, November 1973 After his resignation from his chair at the University of Manchester, Revans spent 1965– 1975 working in Brussels with frequent trips back to the U.K. and elsewhere. Here he is pictured at the BBC Sound and T.V. Studio, London, England, November 1973 where he was interviewed about his “Belgian Experiment”, the Inter-University Program for Advanced Management (1968–) with the Fondation Industrie-Université. He was accompanied by an executive and participant from the program. This T.V. broadcast, seen by Sir Arnold Weinstock, Managing Director of the General Electric Company (later Marconi), led to one of the most important executive learning and program initiatives for GEC and Revans in the U.K. A detailed description and discussion is to be found in David Casey and David Pearce, eds., (1977), More Than Management Development: Action Learning at GEC. Photo courtesy of Donna Wick. Photographs – Reg Revans and Action Learning 281

Photo 2 Reg Revans as a Visiting Professor and Distinguished Scholar in the U.S., February, 1994. From left to right: Dean John Oehler, Reg Revans, and Robert L. Dilworth taken during Revans’ time as Distinguished Visiting Professor in the School of Education, Virginia Commonwealth University, February, 1994. Still very active at the age of eight-seven, Revans attended eighteen separate events during the week he was at the university. Photo courtesy of Robert L. Dilworth. 282 Photographs – Reg Revans and Action Learning

Photo 3 Dedication of the Revans Centre for Action Learning and Research, 1 December, 1995. Revans (left) and David Botham, dedication of the Revans Centre for Action Learning and Research, at the University of Salford, Manchester, on 1 December, 1995. Botham was made the Director of the Centre, later to be renamed the Revans Institute for Action Learning and Research. As of 2009, the Centre, now renamed the Revans Academy for Action Learning and Research is housed at the Manchester Business School at the University of Manchester. Photo courtesy of David Botham. Photographs – Reg Revans and Action Learning 283

Photo 4 Lennart Rohlin, President of the MiL Institute Facilitating a Session during the annual MiL Days , Lund, Sweden, 2004 Since 1980, the MiL Institute has arranged yearly MiL Days for its member corporations and faculty members at the MiL Campus. In 2004, one seminar was with the management team of SvT (Swedish Television) with its President, Christina Jutterström, and its VP HR, Kickan Söderberg Falck (right) in attendance. Revans took part in previous MiL Days on several occasions. Photo courtesy of Lennart Rohlin. 284 Photographs – Reg Revans and Action Learning

Photo 5 Attendees to the 13th annual Global Forum on Executive Development and Business Driven Action Learning, Seoul, South Korea, June, 2008 Co-hosted with the Korean Action Learning Association and the Hyundai Oilbank. Since its formation in 1996 the Global Forum, a community of practice, has been open to all action learning practitioners throughout the world. www.GlobalForumActionLearning.com Photo courtesy of Karl-Georg Degenhardt Glossary Robert L. Dilworth

Introduction

This glossary contains some of the more commonly used terminology and sin- gular initiatives associated with the evolution of action learning. Rather than refer to “sets” as Revans did, we refer to teams in order to be clear. There was no known differentiation between sets and teams by Revans. It was simply his pre- ferred way of referring to teams engaged in action learning. Action. The centerpiece of action learning is action, in that the experience is to lead to action. As Reg Revans states, there is no learning without action and no action without learning. The action to be taken/project serves as the engine that drives the process, promoting learning and critical reflection. Action Learning. Action learning is a process of reflecting on one’s work and beliefs in a supportive/confrontational environment of one’s peers for the purpose of gaining new insights and resolving real business and community problems in real time. (, Dilworth and Willis, 2003; Willis’s definition, p. 11) Action Learning Set or Team. A group of four to eight individuals, what Revans called a “set”, selected to participate in an action learning experience. There is no assigned leader within the team. All members of the team enjoy equal status. Revans considered five to be the ideal team size. (Revans, R. (1983), p. 7–8)

Action Learning Team Process Questionnaire (ALTPQ). An instrument developed by John Bing of ITAP International and Lex Dilworth of Virginia Commonwealth University to monitor the internal action learning team group dynamics, as seen through the eyes of its members (i.e., their perceptions). It is administered on line, with member responses kept anonymous. Both quantitative (Likert scale based) and qualitative responses are involved. Results are reported back to team members as a profile of what is occurring in the team across a field of 32 indicators (e.g., equalization of work load within the team, quality of internal communications and team effectiveness). Positives and negatives related to the action learning experience are also plotted. Dealing with the group dynamics, using the ALTPQ as a reference point, becomes part of the learning experience for the team. Action Reflection Learning (ARL). This is a form of action learning that places special emphasis on critical reflection and transformative learning, with a learning coach to help participants strike a better balance between work on their project and learning from doing that work. The Management Institute of Lund (Sweden) was a pioneer of this approach. “Different from Revans, MIL developed a focus on learning coaches, working with participants in a co-learner relationship, but taking accountability for assertively catalyzing learning in the process”(Yorks, L., Oneil, J., and Marsick, 2002), pp. 19–29)

285 286 Glossary

Belgian Experiment. An action learning program conducted in Belgium in the 1960’s with governmental sponsorship, involving a consortium of the five leading Belgian universities and major companies. Developed and orchestrated by Reg Revans, action learning’s principal pioneer, it involved action learning teams of five senior corporate executives, each dealing with an unfamiliar problem of great complexity that was centered in an industry other than their own, as they shared with their set colleagues concerns and insights on the learning taking place, “learning from and with each other” (Revans, 1980, pp. 39–48). Business Driven Action Learning. This is a term used to describe a results- focused orientation to individual leadership development and organizational learning and change. It can be summarized as emphasizing both business results and the integration of individual development, team effectiveness and organizational strategy. (Boshyk, 2002, PP. 36–52) Traditional (also called Classic) Approach to action learning. It centers on the philosophy and teachings of Reg Revans, principal pioneer of action learning. Some of its most basic precepts are outlined in Dilworth 2010 as part of Explaining Traditional Action Learning: Its Basic Concepts and Beliefs. (See also Weinstein, K., pp. 3–18) 2002] Coal Board and Collieries. Revans was for a time associated with the Coal Board in England, and as part of that involvement he elected to spend a great deal of time underground with the miners at the coalface. He studied the group dynamics, concluding that “small is dutiful” (similar to the “small is beautiful” terminology coined by E.M. Schumacher). Revans found that when small teams were empowered and allowed to become involved in planning their own work, that the teams were significantly more productive than teams managed in an autocratic way. The safety records were also considerably better. He pro- posed that a “staff college” be created where there could be open discussion of ideas between management and workers. In the end, Revans’ proposal was not supported, largely in his view because the senior manages did want to dilute their control over the enterprise. Revans was influenced by the work of Likert re: use of small teams, what Revans came to call action learning sets. Client. The person or persons who will be relating to the action learning team or individual members (depending on the action learning model being used) in refining the problem statement in the client organization and receiving the results of the action learning effort. Critical Reflection. This involves a purposeful effort to reflect on one’s experiences in depth in order to reveal the underlying assumptions that govern our lives and perceptions of the world. This goes beyond mere reflection. As Gregory Bateson has indicated, it is “Level Three Learning”. “You look for the why behind the why”. Edger Schien has referred to it as “Triple Loop Learning”. You end up both exposing and “unfreezing” underlying assumptions, some of them carried with us indiscriminately since early childhood, and testing them against the realities that we now face. In action learning, critical reflection can occur both individually and in collective dialogue within the action learning set. Glossary 287

Everyone Bring One (EBO) Model. This is an action learning team in which each member brings a different problem to the table, usually from that member’s workplace. Four Squares. A model used by Revans to demonstrate that problems we con- front in our lives are either familiar or unfamiliar, and they occur in a familiar or unfamiliar setting. He designed a simple display with four quadrants to show the four alternative situations (e.g., familiar problem in an unfamiliar setting). Revans argues that the greatest learning occurs when we find ourselves confronting an unfamiliar problem in an unfamiliar setting. He viewed that as the personification of a learning organization. Revans believed that when we find ourselves confronting the unfamiliar, we are then inclined to ask fresh questions and challenge our long-held assumptions. Future Search Conferences. This modality was pioneered by Marvin Weisbord and Sandra Janoff, Co-Founders and Directors of the Future Search Network. It has been used extensively around the world in dealing with difficult problems, with the goal of arriving at Common Ground as a foundation for action. A Future Search Conference usually involves bringing a diverse group of 64 to 72 participants together to address a major issue. (Weisbord & Janoff, 2000) The large group is subdivided into Regular Stakeholder Groups of roughly eight, composed of functional groups (e.g., business people, press, clergy, gov- ernment officials, people from financial institutions, human resource professionals). During the Future Search Conference, which usually lasts about 16 hours over three days, participants will be further assigned to Mixed Stakeholder Groups, each containing members from the Regular Stakeholder Groups. Each mixed group in effect becomes a microcosm of the whole. Weisbord considers this a form of action learning. However, as is true of the GE Work-Outs, which are similarly short in duration, the time for reflection can be limited. GE Work-Out/Change Acceleration Program (CAP). This is an organization development (OD) strategy that was inaugurated throughout General Electric (GE), beginning in 1989. It was driven by the belief that the values empha- sized at GE’s corporate university at Crotonville, New York, were being lost when managers returned to their workplace. (Ashkenas et al., 2002; Ulrich et al., 2002) The Work-Out was an effort, considered highly successful by the company, to embed these values in the everyday work life of GE. It is considered by GE to be a form of action learning. In its typical form, a group (e.g., 32) is brought together and then subdivided into teams of eight. Covering as few as three days, both the overall group and the teams are a part of the process as it unfolds. Teams are empowered to present recommendations to top management in face-to-face meetings, with an expectation of immediate decisions. Hospital Internal Communications (HIC) Project. In the 1960’s Revans became involved with what came to be called the Hospital Internal Communication (HIC) Project/Study. It involved the ten largest hospitals in London. The impetus for the initiative was the fact that the hospitals were experiencing staff morale problems, patient morbidity rates that were considered excessive, hospital stays that were too long, and attrition rates that were exceptionally high (as much 288 Glossary as 67 percent for nurses). Small groups were sent from one hospital to another, where they observed familiar problems but in an unfamiliar setting. The groups did not operate as action learning teams. Nonetheless, each small group (it might only be three) would discuss their findings, and then the overall group would meet to discuss what needed to be done across the hospitals. It led to a number of initiatives. Results showed, when compared with nonparticipating hospitals (a quasi control group), that patient morbidity rates had gone down, staff turnover reduced, hospital stays shortened, and staff morale improved. The overall conclusion drawn was that lack of effective intercommunication between doctors and patients, nurses and doctors, and between all parties, had been ineffective, and that when intercommunication improved, positive results began to become evident. (Revans, 1980, pp. 29–38). Hybrid Set. This is a term used when members of multiple teams are mixed together to form hybrid sets for the purpose of broadening the exchange of views on learning that is taking place. By bringing a cross-section of teams together, the intense project orientation tends to be temporarily diffused, elevating the likelihood that reflection on learning can occur. Joint Project Model. This is an action learning team where all members are dealing with a common problem, usually one of great complexity. Revans would refer to such an experience as “partners in adversity”, since all team members were confronting a common and vexing challenge. Learning Coach. Also referred to as an advisor, facilitator, or mentor. The role varies in relation to the application of action learning involved, but the learning coach usually helps guide the action learning process, to include assistance in determining the appropriate project and arriving at team composition. The learning coach role can range from omnipresence in team meetings (e.g., Action Reflection Learning) to interruptive involvement based on need and invitation of the team membership. Reg Revans believed in minimal facilitation and inter- vention of the learning coach, believing that the team members themselves were the best facilitators, and that managing the team dynamics was part of the learning yield. Learning Equation. Revans suggests that learning equals programmed knowledge, what he refers to as P, plus questioning insight, or the Q factor L = P + Q). He espouses the belief that while both the P and the Q are necessary for learning to occur, the P (formal and accrued learning) needs to be preceded by the Q and its free-ranging address of what is happening and needs to occur. In other words, the Q drives the P. (Revans, 1983, p. 28) Nile Project. This was a project, spawned by the Belgian Experiment, described elsewhere in the glossary. It involved thirteen Egyptian companies and used a very similar methodology. (Revans, 1982, pp. 372–425) Programmed Knowledge. This encompasses all the forms of formal/instrumen- tal learning we are commonly exposed to, including lectures, textbooks, case studies, simulations and puzzles. Revans states that all forms of programmed knowledge travel out of what has occurred in the past, and therefore represent imperfect formulations in dealing with problems that we either are facing now or might expect to face in the future. Glossary 289

Questioning Insight (Q). The Q factor hinges on asking the right questions. Revans indicates that we need an added infusion of the Q factor in dealing with the fast paced times in which we live, since our capacity to learn is now often outstripped by the velocity of the change forces around us. Through questioning insight we are able to test the adequacy of the available P and determine if it is flawed or a bad match with what we need. In some cases, we will find it necessary to discount existing P and create new P. If we had started with the existing P rather than Q, we might have been inclined to accept P that would have led us in the wrong direction. “Structure d’acceuil”. A term used by Revans to describe an internal “client group” inside a company or organization that either assists an outside action learner or action learning team (set) to help examine an issue and then implement recommendations for change, and/or to take on the responsibility themselves for implementing the recommended changes. Revans (1980, p. 45) System Alpha. This is the first of three interlinked systems of thought and action in Revan’s concept of action learning. It features iterative, evolving analysis of a real problem situation in an organizational context. During the process, unex- pected roots and ramifications are discovered. Novel attacks on problems can be mounted when action learners continually ask themselves the questions: What is happening? What ought to be happening? How can it be made to happen? The same questions will apply at different points throughout the inquiry. These questions are pivotal in arriving at an initial problem statement and tracking the migration of the problem over time as new insights are gained. (Revans, 1982, pp. 333–48) System Beta. This system resembles the use of the scientific method in the physical and life sciences. Revans calls it “intelligent trial and error” Beta elaborates on what is derived from System Alpha, applying fact finding and assumption- testing procedures to check what is being learned. System Beta includes research, data collection and interpretation, and other discovery methods. Survey and/ or observation, trial hypothesis or theory, experiment (test), audit (evaluation), and review, ratification, or rejection of results are all necessary Beta processes. System Beta uses whatever is revealed to pursue new avenues of inquiry that might yield a better solution. (Revans, 1982, pp. 336–45)

System Gamma. This system, grounded in critical reflection, is embedded in all the action learning processes. Revans called it “symbiotic” with Alpha and Beta. It demands an honest search for understanding of the realities and value systems of self and others, since it is these realities and values that guide what people say and do. Revans insists that greater self-knowledge leads to greater interpersonal competence and more sensitive organizational skills. System Gamma, with the transformational change opportunities it offers, is at the very core of action learning and the energy source for its powerful effects. (Revans, 1982, pp. 345–48) Transformative Learning. We are transformed to the extent we are able to either modify or jettison assumptions that are revealed as no longer having meaning, replacing them with new and more fully differentiated points of view and frames of reference. (Mezirow et al., 2000)). Learning in and of itself contains the seeds of transformation. When we learn, we are transformed. 290 Glossary

Virtual Organization/Virtuality. Action learning in a virtual mode involves doing most, if not all, of the set business/interaction by teleconference, email or other electronic means, as opposed to face-to-face interaction. This provides special challenges to a modality predicated on intimate, direct, and regular face-to-face contact where all the senses are engaged. The challenge is further magnified when dealing cross-culturally with global teams. This is relatively unexplored ground with respect to action learning.

References

Ashkenas, R., Ulrich, D., Jick, T. and Kerr, S. (2002) The Boundaryless Organization: Breaking the Chains of Organizational Structure (San Francisco: Jossey-Bass). Boshyk, Y. (2002) “Why Business Driven Action Learning?” in Boshyk, Y., (ed.) in Action learning worldwide (New York: Palgrave Macmillan), pp. 30–52. Dilworth, R.L. (2010) “Explaining Traditional Action Learning: Concepts and Beliefs”, in Boshyk, Y. and Dilworth, R.L. (eds), Action Learning: History and Evolution (Basingstoke, U.K./New York: Palgrave Macmillan). Dilworth, R. and Willis, V. (2003) Action Learning: Images and pathways (Malabar, FL: Krieger Publishing Company). Mezirow, J. and Associates (2000) Learning as Transformation (San Francisco: Jossey-Bass). Revans, R. (1983) The ABC of Action Learning (Kent, England: Chartwell-Bratt). Revans, R. (1982) The Origins and Growth of Action Learning (Sweden: Chartwell- Bratt). Revans, R. (1980) Action learning (London: Blond & Briggs). Tichy, N. and Sherman, S. (1993) Control Your Destiny Or Someone Else Will (New York: Currency-Doubleday). Ulrich, D., Kerr, S. and Ashkenas, R. (2002) The GE Workout: How to implement GE’s Revolutionary Method for Busting Bureaucracy and Attacking Organizational Problems – Fast! (New York: McGraw-Hill). Yorks, L., O’Neil, J., and Marsick (2002) (eds.) “Action Reflection Learning and Critical Reflection Approaches”, in Boshyk, Y. (ed.), Action Learning Worldwide (New York: Palgrave Macmillan), pp. 19–29. Weinstein, K. (2002). “Action Learning: The classic approach”, in Boshyk, Y. (ed.), Action Learning Worldwide (New York: Palgrave Macmillan), pp. 3–18. Weisbord, M. and Janoff, S. (2000) (2nd edn) Future Search: An action guide to finding common ground in organizations and communities (San Francisco: Berrett- Koehler Publishers). Index

The ABC of Action Learning, 6, 41, 156, Action Learning Team Process 159, 163, 171 Questionnaire (ALTPQ), 285 The ABC of Action Learning: A Review Action Learning Trust (ALT), of 25 Years of Experience, 156 155–6, 161 Abernathy, W., 158 Action Learning Worldwide: Experiences Academy of Human Resource of Leadership and Organizational Development (AHRD), 88, 169 Development, 172 achievement versus quality of life, Action Reflection Learning™ (ARL), 211, 216 24, 156, 165, 190n158, action, significance of, 285 194–5n191, 285 Action Learning, 171 Action Society Trust, 119, 132, 136, Action Learning: Ein Handbuch, 171 177–8n65 Action Learning: How the World’s Top Adler, N., 208, 209 Companies are Re-Creating Their The Adult Learner, 150 Leaders and Themselves, 171 Adverse Size Effect, 37 Action Learning: Images and Pathways, advisor, see facilitator; learning coach 74, 172 African Regional Forum (Mbizo) Action Learning: New Techniques for on Business Driven Action Management, 41, 157 Learning, 172 Action Learning: Research and Practice, Alinsky, S., 124, 128, 147 84, 172, 173 Americanized version of action action learning, definition of, 3, 6–7, learning, 164–5 18, 83, 129–30, 148, 155, 164, 285 American Productivity and Quality Action Learning Action Research Center, 157 and Process Management American Society for Training and Association, 168 Development (ASTD), 169, Action Learning and Mutual 196n203 Collaboration Congress, 42, 74 Anderson, M., 119 Action Learning at Work, 171 Andersson, L.O., 162, 192n171 Action Learning Group, 157 Andragogik (Adult Education), 119 Action Learning in Action, 171 Ansoff, I., 44, 168 Action Learning in Hospitals: Diagnosis Approaches to the Study of and Therapy, 153 Organizational Behaviour: Action Learning in Practice, 163 Operational Research and the Action Learning Projects (ALP) Behavioural Sciences, 144 International, 148–50 Åqvist, A-I.M., 120 action learning set/team, 285 Arendt, H., 12 basic forms of, 13–16 Argyris, C., 134, 135, 152, 157, 168, problem addressed by, and 169, 224 realness, 13 Ashby, W. R., 132, 152 Action Learning Society, Sweden (Föreningen Action Learning), Bamforth, K., 130, 132 161–2 Baquer, A., 148, 149

291 292 Index

Barker, A.E., 29, 46, 48, 52, 74, 77, 117, Business Driven Action Learning: Global 167, 169, 177n59 Best Practices, 172 Bateson, G., 147 General Electric Business Management Behavioral Science, 136 Course (BMC), 167, 195n196 Belbin, M., 161 Butterfield, J., 157, 167, 171 Belgian model, see Belgian experiment Caidan, B., 167 Belgium experiment, 15–16, 9, 97 Cambridge Philosophical Society, 61 action phase, 105 Campaign for Nuclear Disarmament advocacy for, 99 (CND), 134 conceptual design, 100–2 Casey, D., 149, 154, 156 impact of, 105–8 Cathcart, B., 61 knowledge application to national Cavendish Laboratory, see Revans efforts, 111–12 Cavendish Physical Society, 61 significance of, 286 Cederholm, L., 165, 168 three-month diagnostic phase, Central Training Organ (CTO), 109 103–4 Chadwick, J., 61, 63 two-month orientation phase, Chamber’s Encyclopaedia, 51 102–3 change acceleration program, GE, 287 Bellon, D., 96, 98, 101, 102, 103, change and learning, velocity of 104, 108 balance between, 7 Bennis, W.G., 144, 164 Learning Equation, 8–12 Bertalanffy, L. von, 151 Changing Hospitals: A Report on the Bett, M., 155 Hospital Internal Communications Beyond Universities, 167 Project, 145 Bing, J., 285 Chester, T.E., 179n65 Bing-fa, 227 Chinese Values Survey (CVS), 217 Blake, R., 140 Chorofas, D.N., 137 Blanc, M., 78 Christopher, R.C., 228 Bohr, N., 62 Chu, C-N., 225, 227 Book of Genesis, 27 “Clearness Committee”, 54–9 Boshyk, Y., 48, 73, 96, 98, 117, Clemens, R., 142 172, 205 client, 15, 22, 100, 101, 105, 217, 286 Botham, D., 42, 73, 81, 169, 170, 171 choice, 160 Boulden, G., 157 “Clive Memorandum”, 161, 192n175 Bowden, V., 64, 80 Clutterbuck, D., 44, 154, 167 Bowman, M., 38 Coal Board, 37–8, 68–70, 97, 120, Bragg, W.L., 59 124–31, 286 Brandt, J., 91 Coghill, N.F., 153, 157, 188n156 Bratt, B., 159, 162, 163, College for Doctoral Studies in 191–2n171 Management (CIM), 143 Brody, M., 208 Collier, J., 128 Brook, C., 85 Collins, C., 34 Brooke, M.Z., 159 Confirming Cases, 41, 164 Brown, B.F., 137 Cortazzi, D., 149, 152 Buddhism and action learning, Craig, J., 42, 139, 149, 153, 157, 213–14 194n184, 196n197 Burgoyne, J., 85 Crainer, S., 44, 167 business driven action learning, 286 critical reflection, 11, 12, 25, 26 Index 293 cross-cultural compatibility, of action Dilworth, R.L., 3, 42, 48, 73, 91, 96, learning, 205 117, 169, 170, 171, 172, 173, 205, corporate culture, 222–5 209, 220, 224, 285 cultural dichotomies, 212–19 Dingle, H., 53 domains and sectors, 219–20 Dixon, N., 164, 165 Japan, hypothetical introduction Dobinson, C.H., 132 of action learning program in, Donnenberg, O., 169, 171 225–31 Dotlich, D.L., 164, 171 national cultural differences, Drucker, P., 124 nature and importance of, DuPont Korea, 172 207–12 Dutch Action Learning Society, 169 occupational groups, 220–2 cultural blindness, 211 The Economist, 148 cultural dichotomies and action Eddington, A., 52, 53, 120 learning, 212–19 Educating the Reflective Practitioner: field dependence versus field Toward a New Design for Teaching independence, 218 and Learning in the Professions, individualism versus 12, 167 collectivism, 215 Education in a Changing World: A inductive versus deductive Symposium, 132 reasoning, 218–19 The Education of the Young Worker, long-versus short term orientation, 130, 131 217–18 Education Through Experience, 119 masculinity, 216 Egypt, see Nile Project Power Distance, 215–16 Einstein, A., 35, 52, 53, 120 uncertainty avoidance, 216–17 Eliaeson, P-J., 170 culture, 224 El Abd, A. 109 definition of, 210 Emery, F., 151 dimension of, 210 The End of Economic Man, 124 Cultures and Organizations: Software of engineering culture, 224 the Mind, 168 European Association of Cybernetics, or the Control and Management Training Communication in the Animal and Centers (EAMTC), 39, 134, the Machine, 130 135, 136, 141, 145, 170, 181n76 De Bono, E., 142 European Foundation for Deschoolmeester, D., 102, 103, Management Development 108, 112 (EFMD), 98, 135, 145 Design for a Brain, 132 European Institute for Advanced De Silva, E.J., 167 Studies in Management Deurinck, G., 98, 99, 134, 141, 165, (EIASM), 158 172, 180n72 European Productivity Deutero-learning, 147 Agency, 137 Developing Effective Managers: A New everyone brings one (EBO) approach, Approach to Business Education, 14–16, 287 86, 144 executive culture, 224 Deveusser, D., 101, 103, 104, Experiential Learning: Experience 107, 112 as the Source of Learning and Dickson, W.J., 124 Development, 154, 164 294 Index facilitation, Revans’ approach to, Global Forum on Executive 23–4 Development and Business facilitator, 23, 44, 84, 194n191 Driven Action Learning, expert 3, 24, 26 170–1, 213 see also learning coach The Golden Jubilee of Action Learning: Farrington, 168 A collection of papers written during Faster than thought: A Symposium on 1988, 167 Digital Computing Machines, 64 Goode, E., 218 Field Theory in Social Science: Selected Goodenough, D.R., 218 Theoretical Papers, 132 Gordon, C., 165 The Fifth Discipline: The Art Gow, I., 165 and Practice of the Learning Grayson, C. J., 147, 157 Organization, 152, 168 The Financial Times, 148 Hague, D., 167 finite game, 213 Hampden-Turner, C., 213 First International Action Learning Handy, C., 165 Conference (2008), 173 Harvard Business Review, 148, 154, First International Action Learning 155, 158 Mutual Collaboration Congress Hayes, R., 158 (1995), 169 Heald, G., 144 First Nordic Regional Forum on Hellwig, H., 144, 255 Business Driven Action Learning Helmreich, R.L., 221 (2009), 173 Hewlett, B., 222 Fischer Report, 137 Hofstede, G., 147, 168, 209, Fondation Industrie-Université pour le 211, 212, 215, 216, 217, perfectionnement des dirigeants 220, 221, 222 d’enterprise (FIU), 134, 135, 141 Honey, P., 86, 162 Foot, R., 124, 125, 127 “The Hospital as a Human Föreningen Action Learning (Action System”, 136 Learning Society, Sweden), 162 “The Hospital as an Organism: A Foster Wheeler Power Products, 161, Study in Communication and 162, 163, 193n176 Morale”, 135 The Foundation for Action Learning, Hospital Internal Communications 161, 163 (HIC) Project, 40–1, 97, 143, Four Square Model, 16–23, 287 159–61 Fowler, R., 61 “Educational Assumptions” of, Foy, N., 143, 145, 147, 148, 155, 139–40 177n61 significance of, 287 Freire, P., 27, 144 Hospitals: Communication, Choice and future search conferences, 287 Change: The Hospital Internal Communications Project Seen from Galenson, W., 133 Within, 147 Garratt, B., 153, 156 Houldsworth, H., 68, 132 Gasparski, W.W., 171 The Human Factor in Business, 119 General Electric Company (GEC, The Human Problems of an Industrial U.K.), 151, 152, 186n133 Civilization, 121 General Electric, USA, 151, 164, 167, The Human Side of Enterprise, 135 186n138, 223 Humphrey, G., 121 Gilbreth, F. B., 119 hybrid set, 288 Index 295

IBM, 222 Labor and Trade Unionism: An Illuminative Incident Analysis, 152 Interdisciplinary Reader, 133 Improving Health Care Management: Langmuir, I., 175n24 Organization Development and Large-Scale Organization, 136 Organization Change, 146, 159 Laszlo, E., 90 individualism, 210 Lawlor, A., 149, 156, 157 versus collectivism, 215 Lawrence, J., 149, 156, 157, inductive versus deductive reasoning, 182n101 218–19 Leaders: The Strategies for Taking Industrial Areas Foundation, 124 Charge, 164 infinite game, 213 leadership, of action learning teams, In Search of Excellence: Lessons from 23–5 America’s Best Run Companies, 162 Leadership in International International Action Learning Management (LiM), 24, 165, Seminar (1996), 106 190n158 The International Foundation for Action learning coach, 3, 15, 24–5 Learning (IFAL), 156, 163 significance of, 288 International Management Centre see also facilitator from Buckingham (IMCB), 161, Learning Equation, 8–12, 43 162, 171, 193n181 significance of, 288 International Society for Performance Learning Style Inventory: Technical Improvement, 171 Manual, 154 International University Contact for Learning to Work in Groups, 135 Management Education (IUC), Leigh, H., 145 135, 145, 181n77 Lewin, K., 20, 117, 119, 120, 122, Inter-University Advanced 125, 128, 129, 130, 132, 152, Management Program, 40, 109, 181n82, 220 142, 150 Likert, R., 136, 181n82 essence of, 99–100 Lindblad, P., 188n158 Lindeman, E.C., 119 Janoff, S., 287 Link-up with Action Learning, 171 Japan, hypothetical introduction Lipset, S. M., 133 of action learning program in, Lombard, G.F.F., 39, 40, 142 225–31 Loring, A., 149 Johnson & Johnson, 167 Lotz, S., 165 joint project model, 288 Joseph Rowntree Social Service, 119 Makers of Management: Men and Journal of Management Development, 165 Women Who Changed the Business World, 44, 165, 167 Kendo, 227 Management and Industrial Structure in Kerr, S., 104 Japan, 158 Kleiner, A., 119 Management and the Worker, 124 Knowledge for Action: A Guide Management in Lund (MiL) to overcoming Barriers to Institute, 23, 188–90n158, Organizational Change, 169 192n171 Knowles, M. S., 150 Management Teams: Why They Succeed Kolb, D., 86, 154, 162, 164 or Fail, 161 Kolodny, B., 165 Management Today, 148 Korean Action Association (KALA), 172 The Managerial Grid, 140 296 Index

Manchester Action Learning Noel, J., 164, 171, 195n196 Exchange (MALEx), 167, 195– Nokin, M., 108, 134, 180n72 6n197 The Non-Graded High School, 137 The Manual of Learning Styles, 162 Margerison, C., 128 Oates, L., 51, 52 Marquardt, M.J., 8, 12, 25, 171, Odebrecht, N., 165 191n169, 212, 213, 214 O’Neil, J., 23, 165 Marsick, V., 23, 24, 165, 168, 190n158 On Organizational Learning, 168 Maslow, A., 133 Operation Babel, 69–70 May, G., 88 Organizational Effectiveness, 151 Mayo, E., 121, 125 Organizational Learning: A Theory of McGregor, D., 135, 211 Action Perspective, 157 The Meaning of Adult Education, 119 Organizational Learning II: Theory, mentor, see facilitator; learning coach Method, and Practice, 169 Mercer, S., 195n196 organizational size, importance Merritt, A.C., 221 of, 18 Merritt, N.M, 133 organizational development (OD), 11, Mezirow, J., 11 147, 151, 160 Miles, M., 135 The Origins and Growth of Action Milwaukee Consortium, 142 Learning, 41, 161 More than Management Development: Overcoming Organizational Defenses: Action Learning at GEC, 154 Facilitating Organizational Motion Study, 119 Learning, 168 Motivation and Personality, 133 Mouton, J., 140 Pachter, B., 208 Muggeridge, M., 121 Packard, D., 222 Mumford, A., 9, 21, 22, 26, 86, 162, Palmer, P.J., 54 165, 170, 171 Pearce, D., 154, 156 Musashi, M. 226 Pearson, T., 165, 168 Pedagogy for the Oppressed, 144 Nisbett, R., 218 Pedler, M., 84, 153, 163, 170, 214 Nanus, B., 164 Penalty box, 191n167 Naoto S., 158, 159, 206 Percy, G., 157 National Association of Colliery Performance Improvement Quarterly, Managers, 97, 131, 132 29, 171 National Coal Board, 97, 120 Personality and Organization: The see also Coal Board Conflict Between the System and National level experiments, with the Individual, 134 action learning, 96 Personnel Review, 147, 148 Belgium experiment, 97 Peters, T.J., 162 National Spontaneity, 105, 106 Physics in Medicine and Biology, 136 The Nature of Learning in its Relation to Piaget, J., 161 the Living System, 121 The Planning of Change, 144 Newbold, D., 163, 193n176 Plans for Recruitment, Education New Patterns of Management, 136 and Training in the Coal Mining New Scientist, 148 Industry, 125 New Society, 137 Plasma, 174–5n24 Nile project, 96, 102, 108–11, Platt, R., 38, 135, 153 144–5, 288 Power Distance, 210–11, 215–16 Index 297

The Principles of Scientific parents and childhood of, 48–52 Management, 119 personality and character of, problem-solving, joint form of, 14 73–81 Productive Workplaces: Organizing and postgraduate activities, 32–3 Managing For Dignity, Meaning and post-retirment period and, 41–2 Community, 166 Quakerism and, 52–9 programmed knowledge, 8, 288 relevancy to present generation, Programming Systems for Electronic 83–4 Computers, 137 return to Cambridge, 120–2 seeds of action learning, 33–5 Quakerism, see Revans self-exile of, 140 Questioning Insight (Q), 9, 10, 70, 91 sets, see action learning set/team significance of, 289 student years, 31–2, 119–22 from Tilstock, 42 Randlesome, C., 165 uniqueness of, 86–7 Realness and action learning visit to America, 104 problem, 13 during World War II, 64–8, Reddish, H., 224 122–4 reflection of action, 25–6 Revans Action Learning International The Reflective Practitioner: How Limited (RALI), 161, 162–3 Professionals Think in Action, 164 Revans Centre for Action Learning Resolving Social Conflicts: Selected and Research, 88, 169, 170 Papers on Group Dynamics, 130 Reveille for Radicals, 128 Revans, E.A., 118 Richards, I.A., 69 Revans, R.W., 3, 4, 6, 11, 20, 23, 29, Roethlisberger, F., 124 48, 118, 156 Rohlin, L., 156, 162, 165, 188n158, action learning basics, 43 192n171 attributes of, 45–6 Roote, S., 152 back to U.K., 151 Rose, J., 130 in Belgium, 39–40 Rosenstock, E., 119 in Cambridge and Cavendish Rowntree, B.S., 119 Laboratory, 59–64 Rowntree, J., 179n65 clearness committee and, 54–9 Rugby Cement, 223 in coal mines and industry, 37–8, Rules for Radicals: A Pragmatic Primer 68–70, 124–31 for Realistic Radicals, 147 cultural compatibility and, 206 Russell, B., 34, 54, 134 as Deputy Chief Education Officer, Rutherford, E., 34, 61, 62, 63 35–6 early years, 30–1, 118–19 Saad Ashmawy, 108, 144, 145, 158 honors for, 44–5 Sapp, 168 Hospital Internal Communications Sargent, J., 122 (HIC) Project, 40–1, 97, 139–40 Scandinavian Action Learning as independent research Society, 162, 193n177 consultant, 131–3 Schein, E.H., 135, 223, 224 as Johnny Appleseed, 75–6 Schön, D.A., 12, 152, 157, 164, last days of, 46 167, 169 management exposure of, 36–7 Schumacher, E.F., 17, 132, 150 in Manchester University, 38–9, Science and the Manager, 140, 141 133–8 Seashore, 136 298 Index self-exile, of Revans, 140 The Teaching Company, 153 first phase of Belgian years, 140–3 Terroux, F., 34 second phase of Belgian years, Theory in Practice: Increasing 143–51 Professional Effectiveness, 152 Senge, P., 90, 152, 168 The Theory of Practice in The Sequence of Managerial Management, 141 Achievement, 164 Theory X/Theory Y, 211 simulations, 5 The Thirties, 121 Size and Morale: A Preliminary Study of The Times, 153 Attendance at Work in Large and Thomson, J.J, 59, 60, 62, 124 Small Units, 119, 132, 179n65 Tichy, N., 23, 164, 171, 186n138, Small Is Beautiful: Economics As If 194n188 People Mattered, 132, 150 Toward a Sociology Ecology, 151 “small is dutiful”, 84, 132, 150 traditional action learning, 3 “Small is Dutiful”, 37 basic precepts, 5 The Social Problems of Industrial significance of, 286 Civilization, 125 Training the Fire Brigade: Preparing for Sociéte Générale, 134 the Unimaginable, 170 Sociological Review Monograph, 136 transformative learning, 11 spontaneity, 5–6 significance of, 289 Sri Lanka Journal of Development Treaty of Rome (1957), 134 Administration, 167 Trevelyan, G.M., 59 Staff College, 126, 127 Trist, E., 120, 130, 131, 132, 144, 151, Standards for Morale: Cause and Effect 157, 164, 191n165 in Hospitals, 138 Trompenaars, F., 210, 213, 217, 222 Steps to an Ecology of Mind, 147 Turner, E., 165, 168 Stonier, M., 172 Strandler, L., 162, 192n171, 193n177 Ubuntu, 214 Structure d’acceuil, 289 Ullyat, M., 157 Studies in Institutional Learning, 142 uncertainty avoidance, 211, 216–17 Sun Tzu, 227 Understanding Organizational Survey of Cybernetics: A Tribute to Dr. Behaviour, 135 Norbert Wiener, 130 The Use of Lateral Thinking, 142 Survival, Growth, and Perpetuity, 165 Sutton, D., 149, 156 Vansina, L., 107 Symoens, D., 108 Vick, D., 76 System Alpha, 10, 43, 183n110 Vickers, G., 131, 177n59 significance of, 289 virtual organization/virtuality, 290 System Beta, 10–11, 43, 183n110 significance of, 289 Wallenberg, R., 120 System Gamma, 11, 33, 34, 43, Waterman, Jr., R.H., 162 184n110 Watkins, K., 165 significance of, 289 Watson, T., 222 The Wedding Feast, 70 Tavistock Institute for Human Weinstein, K., 170 Relations, 120, 128, 130, 144, Weinstock, A., 149, 150 176n58 Weintraub, R., 213 Taylor, F., 119 Weisbord, M., 7, 166, 287 Index 299

Welch, J., 223 World Institute of Action Learning Wheatley, M., 90 (WIAL), 24 Wickham, J., 151 Wieland, G., 41, 145, 146, 159 Yoon, K. R., 172 Wiener, N., 130, 132, 152 Yorkshire Regional Management Williams, D., 149 Centre, 85 Willis, V., 6, 74, 87, 88, 170, 172, 224 Witkin, H., 218 Zhou Jianhua, 214