Understanding Action Learning

By Judy O'Neil; Victoria J. Marsick | Go to book overview

CHAPTER THREE
Implementation Strategies
for Success

“If in the last few years you haven’t discarded a major opinion or acquired
a new one, check your pulse. You may be dead.”

—Gelett Burgess

“We learn more by looking for the answer to a question and not finding
it than we do from learning the answer itself.”

—Lloyd Alexander

We’ve looked at the concept of co-design and have introduced seventeen steps in the co-design process. We provided relevant examples to illustrate how the co-design process helps to ensure that the program will meet the needs and capacity of the organization and participants. But what differentiates a successful Action Learning (AL) program, that is, one that achieves or surpasses the objectives of the co-design? One of the strategies that can help to make a program successful is to ensure that there are co-design elements that support the chosen AL school. In the case of the Global Pharmaceutical Organization’s AL program, co-design elements that provided both challenge and support, such as the use of good questions and the identification of assumptions, helped the program be successful within the Critical Reflection school.


Global Pharmaceutical Organization

The Global Pharmaceutical Organization used individual problems in their co-design. In the first session of one of the programs, the Executive Vice President of HR for the business in a European country presented the following problem to his team: “How can

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