In the Learning Set this week, you will continue to dialogue about your workplace-based problem. As you engage in the problematising process and begin taking action, consider how this week’s concepts and models inform your understanding of your workplace-based problem.
In this week’s media resource, Caroline presented her initial problem statement to her Learning Set, and they engaged in a series of questions that helped her see the problem from a different perspective. Consider the information you have gained over the past weeks and answer the following questions about your practice environment:
• What new information have you learned from your practice environment, and how does it affect your initial problem statement?
• What new questions are you now considering (as they relate to your initial problem statement).
• What is learned in action learning? Using the readings, explore how action learning works and how it can help you learn as a leader.
Discuss your initial problem statement and how you might revise it based on your initial search for literature.
Week 7: Audio Transcript
AVATAR: This media is another continuation of the animation from week 4. In this animation,
the student has left the learning set meeting with a new outlook on the issue.
CAROLINE: I’ve such a lot to think about following that set meeting. Dozens of questions were raised at the meeting and these in their turn have triggered others.
AVATAR: A few weeks ago, Caroline contemplated this issue at her desk. AVATAR: After taking her problem to her learning team, she now has new insights.
CAROLINE: Taking my problem to the set has made me think about the issue in a different way. Those questions have helped me to think through how I see my role as a manager and I’ve been able to go back into my organisation and find another role model for my career as a manager – one who shares my core values.
I’ve also been able to think about how this issue can be framed as a problem for scholarly practice. Alvesson and Willmott (1996) have argued that when women and ethnic minorities join the ranks of management, a condition of entry and promotion is adherence to the established values of the white middle class. This is what I feel happened to me. That’s why I felt I needed to look elsewhere for a model of how to manage effectively whilst keeping hold of my ethics and personal values as a manager.
AVATAR: As a result of Caroline’s engagement with the learning team, she now has a new perspective on the issue and has been able to better align herself within her organization. By posing questions, Caroline’s team helped her to reflect critically on the situation and go beyond the surface to a deep evaluation of the issue at hand—a key benefit of action learning. Because action learning takes place in a safe, supportive environment participants are able to ask honest questions that get at the heart of the issue.
AVATAR: Now that she has got some idea of where she is going with the immediate problem, Caroline goes over her notes again to think about what she is learning. She looks again at the questions put to her and also at the observations and reflections made by her team members towards the end of her session with the learning team:
RAV: You know your problem is reminding me of what we did on the Scholarly practitioner in Week 2 of this module – you know – the Schon stuff about the Reflective Practitioner and how important it is to get on to the high ground to think – before you get back into the swamp to try and sort out the mess…
TERESA: … yes, and also the materials we read on doing action research in your own organisation, how you have to be both engaged but not engaged, sort of have a part of you that
is watching the other part, seeing who is doing what, making notes and so on. I find that a bit weird really … how can I put myself heart & soul into my job if I’m always observing?
TERESA: And its also making me think about the nature of problems in themselves…with the messy or wicked problems you can’t sort them out through just taking actions on your own. The notion that “the law of unintended consequences” means that if you do this you might actually make it worse … the idea that all the actors or stakeholders in the situation have to change and so on.
NIRMAL: The point that strikes me most is how powerful these questions can be … I read a paper by Tara Fenwick on the emancipatory potential of critical questions and it is clear how the questions we put to Caroline opened some options and freed her up from her normal reactions…
MARCUS: Yes, but what is the difference between an ordinary question and a critical question? I can’t see it.
NIRMAL: Ah well… the thing is that a critical question causes you to see the situation differently and challenges you at a deeper level, it makes you realise that you are part of the problem and that the problem is part of you!
AVATAR: Caroline’s reflections on her learning set interaction remind her of the importance of questions in an action learning set or team and of the benefits of an action learning approach. Questions can be a catalyst for critical reflection and having an equal voice in an egalitarian learning team facilitates honest discussion. As a result of action learning, Caroline is better aligned within her organization and has developed as a manager.
TAKE ADVANTAGE OF OUR PROMOTIONAL DISCOUNT DISPLAYED ON THE WEBSITE AND GET A DISCOUNT FOR YOUR PAPER NOW!