Understanding Action Learning

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

CHAPTER FOUR
What Action Learning
Coaches Do

“I never teach my pupils; I only attempt to provide the conditions in
which they can learn.”

—Albert Einstein

“Come to the edge, he said. They said, we are afraid. Come to the edge,
he said. They came. He pushed them … and they flew.”

—Guillaume Apollinaire

There are many factors that shape the roles and responsibilities of a learning coach. One of the most important to his/her practice appears to come from internal influences—a coach’s background, values, and attitudes. These influences can be expressed as metaphors that reflect a belief system a coach holds that helps to shape his/her work (Table 35).1

Some of the additional topics that we’ll examine in this chapter include how the role of learning coach is viewed in the various schools; how the role of the learning coach might change based on the co-design that best fits an organization’s needs; the responsibilities of a learning coach including helping with group process and creating situations for learning; how coaches might work together; and finally a discussion of how to develop an individual to work as a learning coach.

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