Reflective vicarious learning (RVL) as an enhancement for action learning

Research output: Contribution to journalArticle

Abstract

Purpose
A fundamental assumption within Action Learning is that learning only occurs through participation, reflection and action. Revans maintains that individuals will fail to understand the ‘how’ of an experience until they have experienced it for themselves i.e. ‘learned by doing’. This paper postulates that Revans’ second phase of action learning; the reflection phase can, in situations where participation is not possible, be enhanced through reflective vicarious learning (RVL) or learning from the behaviour of others.

Design, methodology and approach
This paper adopts a desk research approach review of literature.

Findings
Findings The authors maintain that Revans’ concept of ‘learning by doing’ in the context of the goldfish bowl exercise can enhance an individual’s insight through reflective vicarious learning or learning from the behaviour of others.

Research limitations/implications
The paper is limited in some respects as it focuses on the viewpoint of the author coupled with literature. Future research could explore participant voices to add an extra dimension to the work.

Practical implications
In terms of utility for others, this paper is useful for developing an understanding of the differing learning opportunities that Reflective Vicarious Learning and action learning combined can offer. As such, it has meaning for action learning facilitators, set members, academics and educational consultants.

Originality/value
This papers originality is that it seeks to enhance Revans’ proposition by illustrating how reflective vicarious learning (RVL) in the second phase of action learning can enhance an individual’s learning in situations where participation is not possible.
LanguageEnglish
Pages363-371
Number of pages9
JournalJournal of Management Development
Volume37
Issue number4
DOIs
Publication statusPublished - 14 May 2018

Fingerprint

Vicarious learning
Action learning
Enhancement
Participation
Consultants
Learning-by-doing
Design methodology
Facilitators
Education
Exercise

Cite this

@article{412b3f9b9637400fbd6289cf1a731384,
title = "Reflective vicarious learning (RVL) as an enhancement for action learning",
abstract = "Purpose A fundamental assumption within Action Learning is that learning only occurs through participation, reflection and action. Revans maintains that individuals will fail to understand the ‘how’ of an experience until they have experienced it for themselves i.e. ‘learned by doing’. This paper postulates that Revans’ second phase of action learning; the reflection phase can, in situations where participation is not possible, be enhanced through reflective vicarious learning (RVL) or learning from the behaviour of others.Design, methodology and approachThis paper adopts a desk research approach review of literature.FindingsFindings The authors maintain that Revans’ concept of ‘learning by doing’ in the context of the goldfish bowl exercise can enhance an individual’s insight through reflective vicarious learning or learning from the behaviour of others.Research limitations/implicationsThe paper is limited in some respects as it focuses on the viewpoint of the author coupled with literature. Future research could explore participant voices to add an extra dimension to the work.Practical implicationsIn terms of utility for others, this paper is useful for developing an understanding of the differing learning opportunities that Reflective Vicarious Learning and action learning combined can offer. As such, it has meaning for action learning facilitators, set members, academics and educational consultants. Originality/value This papers originality is that it seeks to enhance Revans’ proposition by illustrating how reflective vicarious learning (RVL) in the second phase of action learning can enhance an individual’s learning in situations where participation is not possible.",
keywords = "action learning, goldfish bowl exercise, vicarious learning, Learning, Executive training, Vicarious learning, Education, Action learning, General management, Goldfish bowl exercise",
author = "Ann Yeadon-Lee",
year = "2018",
month = "5",
day = "14",
doi = "10.1108/JMD-11-2017-0348",
language = "English",
volume = "37",
pages = "363--371",
journal = "Journal of Management Development",
issn = "0262-1711",
publisher = "Emerald Group Publishing Ltd.",
number = "4",

}

Reflective vicarious learning (RVL) as an enhancement for action learning. / Yeadon-Lee, Ann.

In: Journal of Management Development, Vol. 37, No. 4, 14.05.2018, p. 363-371.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Reflective vicarious learning (RVL) as an enhancement for action learning

AU - Yeadon-Lee, Ann

PY - 2018/5/14

Y1 - 2018/5/14

N2 - Purpose A fundamental assumption within Action Learning is that learning only occurs through participation, reflection and action. Revans maintains that individuals will fail to understand the ‘how’ of an experience until they have experienced it for themselves i.e. ‘learned by doing’. This paper postulates that Revans’ second phase of action learning; the reflection phase can, in situations where participation is not possible, be enhanced through reflective vicarious learning (RVL) or learning from the behaviour of others.Design, methodology and approachThis paper adopts a desk research approach review of literature.FindingsFindings The authors maintain that Revans’ concept of ‘learning by doing’ in the context of the goldfish bowl exercise can enhance an individual’s insight through reflective vicarious learning or learning from the behaviour of others.Research limitations/implicationsThe paper is limited in some respects as it focuses on the viewpoint of the author coupled with literature. Future research could explore participant voices to add an extra dimension to the work.Practical implicationsIn terms of utility for others, this paper is useful for developing an understanding of the differing learning opportunities that Reflective Vicarious Learning and action learning combined can offer. As such, it has meaning for action learning facilitators, set members, academics and educational consultants. Originality/value This papers originality is that it seeks to enhance Revans’ proposition by illustrating how reflective vicarious learning (RVL) in the second phase of action learning can enhance an individual’s learning in situations where participation is not possible.

AB - Purpose A fundamental assumption within Action Learning is that learning only occurs through participation, reflection and action. Revans maintains that individuals will fail to understand the ‘how’ of an experience until they have experienced it for themselves i.e. ‘learned by doing’. This paper postulates that Revans’ second phase of action learning; the reflection phase can, in situations where participation is not possible, be enhanced through reflective vicarious learning (RVL) or learning from the behaviour of others.Design, methodology and approachThis paper adopts a desk research approach review of literature.FindingsFindings The authors maintain that Revans’ concept of ‘learning by doing’ in the context of the goldfish bowl exercise can enhance an individual’s insight through reflective vicarious learning or learning from the behaviour of others.Research limitations/implicationsThe paper is limited in some respects as it focuses on the viewpoint of the author coupled with literature. Future research could explore participant voices to add an extra dimension to the work.Practical implicationsIn terms of utility for others, this paper is useful for developing an understanding of the differing learning opportunities that Reflective Vicarious Learning and action learning combined can offer. As such, it has meaning for action learning facilitators, set members, academics and educational consultants. Originality/value This papers originality is that it seeks to enhance Revans’ proposition by illustrating how reflective vicarious learning (RVL) in the second phase of action learning can enhance an individual’s learning in situations where participation is not possible.

KW - action learning

KW - goldfish bowl exercise

KW - vicarious learning

KW - Learning

KW - Executive training

KW - Vicarious learning

KW - Education

KW - Action learning

KW - General management

KW - Goldfish bowl exercise

UR - http://www.scopus.com/inward/record.url?scp=85046345773&partnerID=8YFLogxK

U2 - 10.1108/JMD-11-2017-0348

DO - 10.1108/JMD-11-2017-0348

M3 - Article

VL - 37

SP - 363

EP - 371

JO - Journal of Management Development

T2 - Journal of Management Development

JF - Journal of Management Development

SN - 0262-1711

IS - 4

ER -