Action Learning ‐ A Paradigm in Emergence: the Problems Facing a Challenge to Traditional Management Education and Development
| Author | Richard Thorpe,Hugh McLaughlin |
| DOI | http://doi.org/10.1111/j.1467-8551.1993.tb00158.x |
| Published date | 01 March 1993 |
| Date | 01 March 1993 |
British Journal
of
Management,
Vol.
4,19-27
(1993)
Action Learning
-
A
Paradigm in Emergence: the
Problems Facing a Challenge to Traditional
Management Education and Development
Hugh McLaughlin and Richard Thorpe*
Department of Social Services, Stockport
*Management at Manchester Metropolitan University
SUMMARY This paper examines the proposition that action learning is a new paradigm in manage-
ment education. Action learning is becoming widely accepted methodology for the deve-
lopment of managers and managerial competence. This is in both public and private
sector organizations and within the context of certificated and organisationally based
programmes. The paper seeks
to
use Kuhn’s work on the nature of paradigms and
change as a way of explaining the increase of interest in his approach. Importantly,
although this approach promises
to
answer some of the problems of traditional manage-
ment education, it is not without its own critics. Kuhn’s criteria
for
a paradigm change
are explained with reference to action learning literature and knowledge of practice.
From this
a
framework
is
developed that compares a traditional approach to management
education with an action learning approach on three levels.
Our
conclusion is that
action learning is a new paradigm, but for the maximum benefit to be gained from
the approach its application needs to be more carefully considered, particularly in rela-
tion to the provision of some wider external frameworks for the manager to use as
‘tools for thinking’.
Introduction
The article addresses key features
of
action learning
using Kuhn’s (1970a) work on paradigms as a
means to illuminate action learning and the more
traditional form of management education. In
so
doing, it is hoped to provide some insight into the
state of management education and the means by
which new paradigms gain credence and accep-
tance. The notions of traditional management edu-
cation and action learning should be treated as
ideal types. Many traditional programmes are
experimenting with action-learning principles and
action-learning education problems are often res-
trained by traditional academic requirements.
Action Learning
Many proponents of action learning based their
programmes on Kolb’s (1984) learning theory in
which action, reflection, theory and practice are
all seen as equally important and where the starting
point
for
learning begins with action rather than
theory.
Action learning has been described in a number
of different ways:
‘Action learning at its simplest, is an approach to
management education. At its most profound it
is
a
form of personal therapy, a means of social
and economic transformation, and even a way of
life’(Lessem, 1982, p. 12).
‘In action learning real managers share ideas and
tackle real problems with their counterparts, which
effect change in the real world by helping each
other’ (Newbold, 1982).
‘As
the development of the self by the mutual
support of equals; even
if
we cannot describe it
as a communion of saints, it is at least a conspiracy
of innocents’ (Revans, 1982, p. 633).
More broadly, action learning can be viewed
Received December
1990
Revised October
1992
1045-3
172/93/0 I0019~9$09.50
0
1993 by John Wiley
&
Sons, Ltd.
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