The pedagogy of action learning facilitation – a critique of the role of the facilitator in an organisational leadership programme

Article


Sanyal, C. 2024. The pedagogy of action learning facilitation – a critique of the role of the facilitator in an organisational leadership programme. Action Learning: Research and Practice. 21 (1), pp. 17-29. https://doi.org/10.1080/14767333.2023.2288962
TypeArticle
TitleThe pedagogy of action learning facilitation – a critique of the role of the facilitator in an organisational leadership programme
AuthorsSanyal, C.
Abstract

This paper explores the professional practice of the Action Learning (AL) facilitator through a process of critical inquiry, self-reflection and evaluation of action learning practice within a Higher Education Leadership Programme, commissioned by an English NHS Mental Health Trust. Action research was adopted as the overarching research approach which was built into the one-year post graduate programme. This enabled planning, fact-finding, and taking actions in analysing the role of the AL facilitator as an iterative process to explore the practice of action learning facilitation. It involved examination of the complexities and dynamics within an AL process and how learning and action is facilitated, as well as different relational dimensions that the facilitator must be aware of to effectively manage and support AL set members. Thematic analysis, which involved a 5-step process, was used to collate and investigate the research data. Results from this research reinforce the significance of the role of the AL facilitator in the learning process and offer a framework for pedagogy of AL facilitation presented as the art, craft and apparatus of AL facilitation practice. This framework contributes to the current AL literature by offering a holistic point of reference for the learning and practice of AL facilitation.

KeywordsAction learning; action learning facilitation; facilitation pedagogy; facilitation framework
Sustainable Development Goals4 Quality education
Middlesex University ThemeCreativity, Culture & Enterprise
PublisherTaylor & Francis (Routledge)
JournalAction Learning: Research and Practice
ISSN1476-7333
Electronic1476-7341
Publication dates
Online31 Jan 2024
Print02 Jan 2024
Publication process dates
Submitted20 Sep 2023
Accepted22 Nov 2023
Deposited10 May 2024
Output statusPublished
Publisher's version
License
File Access Level
Open
Copyright Statement

© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.

Digital Object Identifier (DOI)https://doi.org/10.1080/14767333.2023.2288962
LanguageEnglish
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