Evaluating Action Learning
“Even if you’re on the right track, you’ll get run over if you just sit there.”
“Learning is not compulsory … neither is survival.”
—W. Edwards Deming
At this point we’ve examined ways in which you can tell if Action Learning (AL) can help your organization; provided information to decide what school of AL will best fit the organization’s needs; looked at the concept of co-design and how to use it to design the best program; examined some of the elements and processes that will be most apt to produce good results; and explored the important role of learning coach and its connections to a successful program. Despite all of this work, how can you be sure the program you’ve co-designed and implemented was actually successful? How can you show the organization that their investment of time, talent, and resources is producing the intended results? One way is through the participants’ voices we hear in Lamm-Hartmann’s composite vignette.1
Dr. Sharon Lamm-Hartmann, CEO, Inside Out Learning, Inc.
As I am flying to Brugge, Belgium, for program session one, I am thinking—How can they expect us to take care of our normal work and home life responsibilities when participating in this six-month program? I finally get to the program room and see fellow
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information: Book title: Understanding Action Learning. Contributors: Judy O'Neil - Author, Victoria J. Marsick - Author. Publisher: AMACOM. Place of publication: New York. Publication year: 2007. Page number: 126.
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