Action Learning encompasses a form of development in various aspects. These aspects include physical, emotional, and intellectual development that occur through a responsible involvement in a problem, which is considered complex, stressful or real. Day (2000) points out that the things learnt in Action Learning include the intended change, which is essential in improving a person’s observable behavior. Secondly, a person becomes aware of how learning takes place through criticism, which is an essential aspect in the learning process. Another thing gained from Action Learning entails value system, which informs those participating of the risk of personal failure that a problem entails. The fact that Action learning requires real-time influences a leader in observing the subjects and determining their commitment on a particular problem. According to Cho & Egan (2009), Action learning also operates in a way that makes the subjects become cognizant with their value system, which is a benefit to a leader basing on the fact that it makes one aware of the risk of personal failure; thus, it demands team participation.
Questions have significance in Action learning as they facilitate the taking serious of a situation that is not considered relevant. Thus, because questions facilitate a thorough examination of a problem, the questions enable the participants to learn more from the stated problem, which might be of benefit to them. Another significance of questions in Action Learning is that it facilitates “critical learning” as members are open to share their views and criticize each other’s viewpoints without holding grudges. The questions also lead to Transformative Learning, which is the main objective of any learning process. Transformative Learning ensures that members participating in the Action Learning process leave the group when they have changed their attitudes and mode of tackling problems. The power of questioning is also essential in members of a learning group as it builds there emotional and intellectual capabilities. It aids in improving the members public speaking skills as they put to practice what they believe as their potential.
The first benefit associated with Action learning is the fact that it employs an approach deemed as context-sensitive. Kantar (1997) asserts that this means that Action learning facilitates the linking of generalized teaching with business problems that are actual, and these business problems are in tandem with what participants on higher education programmes encounter. The second benefit of Action Learning distinguished from other leadership theories is the fact that it associates learning with the action process, which the other theories do not incorporate in their premise. Thus, in this case we deduct that learning occurs when the essential actions are taken during the learning process, which the other leadership theories fail to mention. Another benefit of Action Learning distinguished from other theories of leadership is the fact that there is a commitment to learning in Action Learning (Marquardt & Waddill 2004). This is so because Action Learning focuses on the completion of a task and development of individuals participating in the learning process. Lastly, Action learning helps individuals to become smarter; thus, they are in a position to come up with innovative strategies and solutions.
Question 2 A
The student responded positively to being questioned by her learning team as she presented the exact problem that was afflicting her at the work environment. She responded by posing a questions regarding the best steps she could take regarding the situation she was experiencing.
Context-sensitive as one of the benefits of Action Learning is depicted in the transcription whereby the replies provided focus on different contexts and how the problem can be handled in these different contexts. The learning process is also depicted in the transcription as the participants compare notes from different sources regarding the situation that they are trying to solve.
I can learn two lessons from the action learning process of my study. These include the fact that action learning improves people’s comprehension of the problem at hand and that the problems need criticality in their analysis (Pedler, Burgoyne, & Brook, 2005).
Question 2 B
I have learnt that it is essential to tackle some problems head on instead of complaining about them time after time. This is a good lesson because it motivates me to continue working despite encountering setbacks, which might be affecting my performance because if I get inclined with the setbacks they will probably affect my overall performance significantly (Richard, & Chadwick, 2010).
Some of the new questions that I am considering include;
What are the legal implications of men that insubordinate or harass women that have taken up management roles?
How can women demonstrate some form of masculinity and assertiveness in a male-flooded work environment?
My initial research identified two problems that include men’s drop in education/ career against factors that influence the rise of women on the career ladder (Eagly & Carli, 2003). Thus, in regards to the feedback provided, I would examine the organization context and how it affects men and women in terms of career (Revans, 1981).