Access the full text.
Sign up today, get DeepDyve free for 14 days.
William Isaacs (1993)
Taking flight: Dialogue, collective thinking, and organizational learningOrganizational Dynamics, 22
C. Argyris (1980)
Making the Undiscussable and Its Undiscussability DiscussablePublic Administration Review, 40
D. Schoen (1983)
The Reflective Practitioner
C. Hockings, S. Cooke, H. Yamashita, Samantha McGinty, Marion Bowl (2008)
Switched off? A study of disengagement among computing students at two universitiesResearch Papers in Education, 23
W. Torbert, S. Cook-Greuter (2004)
Action Inquiry: The Secret of Timely and Transforming Leadership
Purpose – The purpose of this paper is to enhance involvement in the learning process in order that students are active co-creators in their learning, developing their capability for proactive change. Design/methodology/approach – Action inquiry (Torbert, 2004). This involves simultaneously conducting action and inquiry in a systematic way. Findings – Engagement is a “contact sport” in which complex problems can only be solved by the development of social collaboration where the authors are able to share knowledge and assumptions and co-create together. This requires that groups go through a development process. Research limitations/implications – The main limitation is the bias and social influence of the tutor/trainer in the process of developing deeper dialogue. Research needs to explore how the “leader” is able to limit their own bias whilst facilitating development through the stages of dialogue development. Practical implications – Most training and teaching assumes that the teacher/trainer has expertise to pass on. This implies that they have the answer to problems being explored. Increasingly the authors need to facilitate the collective creativity of groups to solve complex problems for which the facilitator does not have the answer. This requires a different mindset and “felt-sense”. Social implications – To solve complex problems the authors need to develop collective communication capacities, and shift from a focus on personal ego to thinking together in a spirit of learning and inquiry. Originality/value – To date there has been little reported that helps facilitators in education and training practically to develop the facilitative and design skills to create learning spaces where groups think together in a non-defensive and generative way. This paper is a step in that direction.
Industrial and Commercial Training – Emerald Publishing
Published: Sep 30, 2014
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.