Action learning

Understanding interpersonal relationships within learning sets

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Purpose: The purpose of this paper is to respond to calls for research into the use of action learning in management education (Hay, 2011). It reports on student experiences of action learning in a final year module for part time Master of Business Administration students. It focuses specifically on the development of an understanding of the interpersonal relationships that existed within those action learning sets; both positive and negative. The paper then discusses the subsequent impact those dynamics may have on the effectiveness of the action learning process. Design/methodology/approach: An interpretivist philosophy underpins the research framework adopted in this paper. Data were captured by means of semi-structured questionnaires distributed at both the beginning and end of the module. The data were thematically analysed using open coding. Findings: The paper used two contrasting views of the interpersonal relationships in action learning sets: Revans' (1982) "comrades in adversity" and Vince's (2004) "adversaries in commonality" as a framework for discussion. It found that various interpersonal dynamics existed within the sets, which in this case, had the ability to influence individual satisfaction and the overall effectiveness of the set. Originality/value: The findings provide insights, via participant voice, into aspects of interpersonal relationships within action learning sets. In particular, the politics and emotions that occur within the learning sets, whilst considering the subsequent impact on both participant satisfaction and the effectiveness of action learning sets.

Original languageEnglish
Pages (from-to)984-994
Number of pages11
JournalJournal of Management Development
Volume32
Issue number9
DOIs
Publication statusPublished - 2013

Fingerprint

Action learning
Relationship learning
Interpersonal relationships
Interpersonal Relationships
Module
Design methodology
Learning process
Master of business administration
Management education
Questionnaire
Commonality
Emotion
Education
Comrades
Philosophy
Learning Process
Student Experience
Methodology
Originality

Cite this

@article{d89e4d9b1e9941c5875134ce2ae87b34,
title = "Action learning: Understanding interpersonal relationships within learning sets",
abstract = "Purpose: The purpose of this paper is to respond to calls for research into the use of action learning in management education (Hay, 2011). It reports on student experiences of action learning in a final year module for part time Master of Business Administration students. It focuses specifically on the development of an understanding of the interpersonal relationships that existed within those action learning sets; both positive and negative. The paper then discusses the subsequent impact those dynamics may have on the effectiveness of the action learning process. Design/methodology/approach: An interpretivist philosophy underpins the research framework adopted in this paper. Data were captured by means of semi-structured questionnaires distributed at both the beginning and end of the module. The data were thematically analysed using open coding. Findings: The paper used two contrasting views of the interpersonal relationships in action learning sets: Revans' (1982) {"}comrades in adversity{"} and Vince's (2004) {"}adversaries in commonality{"} as a framework for discussion. It found that various interpersonal dynamics existed within the sets, which in this case, had the ability to influence individual satisfaction and the overall effectiveness of the set. Originality/value: The findings provide insights, via participant voice, into aspects of interpersonal relationships within action learning sets. In particular, the politics and emotions that occur within the learning sets, whilst considering the subsequent impact on both participant satisfaction and the effectiveness of action learning sets.",
keywords = "Action learning, Effectiveness, Emotions, Interpersonal relationships, Learning set politics",
author = "Annie Yeadon-Lee",
year = "2013",
doi = "10.1108/JMD-11-2011-0111",
language = "English",
volume = "32",
pages = "984--994",
journal = "Journal of Management Development",
issn = "0262-1711",
publisher = "Emerald Group Publishing Ltd.",
number = "9",

}

Action learning : Understanding interpersonal relationships within learning sets. / Yeadon-Lee, Annie.

In: Journal of Management Development, Vol. 32, No. 9, 2013, p. 984-994.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Action learning

T2 - Understanding interpersonal relationships within learning sets

AU - Yeadon-Lee, Annie

PY - 2013

Y1 - 2013

N2 - Purpose: The purpose of this paper is to respond to calls for research into the use of action learning in management education (Hay, 2011). It reports on student experiences of action learning in a final year module for part time Master of Business Administration students. It focuses specifically on the development of an understanding of the interpersonal relationships that existed within those action learning sets; both positive and negative. The paper then discusses the subsequent impact those dynamics may have on the effectiveness of the action learning process. Design/methodology/approach: An interpretivist philosophy underpins the research framework adopted in this paper. Data were captured by means of semi-structured questionnaires distributed at both the beginning and end of the module. The data were thematically analysed using open coding. Findings: The paper used two contrasting views of the interpersonal relationships in action learning sets: Revans' (1982) "comrades in adversity" and Vince's (2004) "adversaries in commonality" as a framework for discussion. It found that various interpersonal dynamics existed within the sets, which in this case, had the ability to influence individual satisfaction and the overall effectiveness of the set. Originality/value: The findings provide insights, via participant voice, into aspects of interpersonal relationships within action learning sets. In particular, the politics and emotions that occur within the learning sets, whilst considering the subsequent impact on both participant satisfaction and the effectiveness of action learning sets.

AB - Purpose: The purpose of this paper is to respond to calls for research into the use of action learning in management education (Hay, 2011). It reports on student experiences of action learning in a final year module for part time Master of Business Administration students. It focuses specifically on the development of an understanding of the interpersonal relationships that existed within those action learning sets; both positive and negative. The paper then discusses the subsequent impact those dynamics may have on the effectiveness of the action learning process. Design/methodology/approach: An interpretivist philosophy underpins the research framework adopted in this paper. Data were captured by means of semi-structured questionnaires distributed at both the beginning and end of the module. The data were thematically analysed using open coding. Findings: The paper used two contrasting views of the interpersonal relationships in action learning sets: Revans' (1982) "comrades in adversity" and Vince's (2004) "adversaries in commonality" as a framework for discussion. It found that various interpersonal dynamics existed within the sets, which in this case, had the ability to influence individual satisfaction and the overall effectiveness of the set. Originality/value: The findings provide insights, via participant voice, into aspects of interpersonal relationships within action learning sets. In particular, the politics and emotions that occur within the learning sets, whilst considering the subsequent impact on both participant satisfaction and the effectiveness of action learning sets.

KW - Action learning

KW - Effectiveness

KW - Emotions

KW - Interpersonal relationships

KW - Learning set politics

UR - http://www.scopus.com/inward/record.url?scp=84889033688&partnerID=8YFLogxK

U2 - 10.1108/JMD-11-2011-0111

DO - 10.1108/JMD-11-2011-0111

M3 - Article

VL - 32

SP - 984

EP - 994

JO - Journal of Management Development

JF - Journal of Management Development

SN - 0262-1711

IS - 9

ER -