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Action learning is an approach to solving real problems that involves taking action and reflecting upon the results. The learning that results helps improve the problem-solving process as well as the solutions the team develops. The action learning process includes (1) a real problem that is important, critical, and usually complex, (2) a diverse problem-solving team or "set", (3) a process that promotes curiosity, inquiry, and reflection, (4) a requirement that talk be converted into action and, ultimately, a solution, and (5) a commitment to learning. In many, but not all, forms of action learning, a coach is included who is responsible for promoting and facilitating learning as well as encouraging the team to be self-managing. In addition, the learning acquired by working on complex, critical, and urgent problems that have no currently acceptable solutions can be applied by individual, teams, and organizations to other situations. The theory of action learning and the epistemological position were developed originally by Reg Revans (1982) who applied the method to support organisational and business development, problem solving and improvement. Action learning has many educational applications. Because Action learning has been demonstrated to be very effective in developing a number of individual leadership and team problem solving skills (Leonard and Marquardt, 2010), it has been used extensively as a component in corporate and organizational leadership development programs. Because complex problems require many skills, individual team members can develop a customized learning agenda for themselves. This strategy is quite different from the "one size fits all" curriculum that is characteristic of many training and development programs. ==Revans' formula== Professor Reginald Revans is the originator of action learning. Revans' formative influences included his experience training as a physicist at the University of Cambridge. In his encounters with this talented group of scientists - several went on to win Nobel-prizes - he noted the importance of each scientist describing their own ignorance, sharing experiences, and communally reflecting to learn.〔Trehan, Kiran and Pedler, Mike. Cultivating foresight and innovation in action learning: reflecting ourselves; reflection with others. Action Learning: Research and Practice. Vol. 8, No.1, 1-4. March 2011.〕 He used these experiences to further develop the method in the 1940s while working for the Coal Board in United Kingdom. Here, he encouraged managers to meet together in small groups, to share their experiences and ask each other questions about what they saw and heard. The approach increased productivity by over 30%.〔(Caroline Altounyan - January 2003 )〕 Later in hospitals, he concluded that the conventional instructional methods were largely ineffective. ''People had to be aware of their lack of relevant knowledge and be prepared to explore the area of their ignorance with suitable questions and help from other people in similar positions.'' Later, Revans made this more precise in the opening chapter of his book (Revans, 1980) which describes the formula: where L is learning, P is programming and Q is questioning to create insight into what people see, hear or feel. Q uses : *"closed" questions: * *who? * *what? *"objective" questions: * *how much or how many? *"relative" questions: * *where * *when *"open questions * *why? * *how? Although Q is the cornerstone of the method, the more relaxed formulation has enabled action learning to become widely accepted in many countries all over the world. In Revans' book there are examples from the United States, Canada, Latin America, the Middle East, Africa, and Asia-Pacific. International Management Centres, the action learning professional association where Revans was Inaugural President have proposed extension to this formula with the addition of R for Reflection. This has also been proposed by Michael Marquardt: L = P + Q + R 〔Marquardt, M., Leonard, H. S., Freedman, A., & Hill, C. (2009). Action learning for developing leaders and organizations: Principles, strategies, and cases. Washington, DC: American Psychological Association.〕 In this expanded equation, R refers to reflection. This additional element emphasizes the point that "great questions" should evoke thoughtful reflections while considering the current problem, the desired goal, designing strategies, developing action or implementation plans, or executing action steps that are components of the implementation plan. The proven power of the action learning process originates in its theoretical underpinnings (Waddill & Marquardt, 2003). Waddill and Marquardt demonstrate the link between adult learning theory and Marquardt's action learning approach in their article entitled "Adult Learning Orientations and Action Learning". 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「action learning」の詳細全文を読む スポンサード リンク
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