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Action Learning
Action learning is an approach to problem solving. It involves taking action and reflecting upon the results. This helps improve the problem-solving process as well as simplify the solutions developed by the team. The theory of action learning and its epistemological position were originally developed by Reg Revans, who applied the method to support organizational and business development initiatives and improve on problem solving efforts. Action learning is effective in developing a number of individual leadership and team problem-solving skills, and it became a component in corporate and organizational leadership development programs. This strategy is different from the "one size fits all" curriculum that is characteristic of many training and development programs. Confucius once said, "I hear and I forget; I see and I remember; I do and I understand," and action learning is a cycle of doing and reflecting. Overview The action learning process includes: # a real problem that i ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Problem Solving
Problem solving is the process of achieving a goal by overcoming obstacles, a frequent part of most activities. Problems in need of solutions range from simple personal tasks (e.g. how to turn on an appliance) to complex issues in business and technical fields. The former is an example of simple problem solving (SPS) addressing one issue, whereas the latter is complex problem solving (CPS) with multiple interrelated obstacles. Another classification is into well-defined problems with specific obstacles and goals, and ill-defined problems in which the current situation is troublesome but it is not clear what kind of resolution to aim for. Similarly, one may distinguish formal or fact-based problems requiring psychometric intelligence, versus socio-emotional problems which depend on the changeable emotions of individuals or groups, such as tactful behavior, fashion, or gift choices. Solutions require sufficient resources and knowledge to attain the goal. Professionals such as ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Otto Rank
Otto Rank (; ; né Rosenfeld; 22 April 1884 – 31 October 1939) was an Austrian psychoanalyst, writer, and philosopher. Born in Vienna, he was one of Sigmund Freud's closest colleagues for 20 years, a prolific writer on psychoanalytic themes, editor of the two leading analytic journals of the era, managing director of Freud's publishing house, and a creative theorist and therapist. In 1926, Rank left Vienna for Paris and, for the remainder of his life, led a successful career as a lecturer, writer, and therapist in France and the United States. In the Vienna Psychoanalytic Society In 1905, at the age of 21, Otto Rank presented Freud with a study that so impressed Freud he invited Rank to become Secretary of the emerging Vienna Psychoanalytic Society. Rank thus became the first paid member of the psychoanalytic movement, and Freud's "right-hand man" for almost 20 years. Freud considered Rank, with whom he was more intimate intellectually than his own sons, to be the most brill ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Learning Methods
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved. Human learning starts at birth (it might even start before in terms of an embryo's need for both interaction with, and freedom within its environment within the womb.) and continues until death as a consequence of ongoing interactions between people and their environment. The nature and processes involved in learning are studied in many established fields (including educational psychology, neuropsychology ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Crainer, Stuart
Stuart Crainer (born 1962) is an author, editor, adviser and entrepreneur. He is co-founder of Thinkers50, the global platform for management ideas. His book credits include ''The Financial Times Handbook of Management'', ''The Management Century'' and a biography of the management guru Tom Peters. He is a former columnist to '' The (London) Times'' and contributing editor to the American magazine ''Strategy+Business''. In the 1990s he also worked as a ghostwriter on a number of bestselling business books and was editor of the award-winning magazine '' Business Strategy Review.'' His long-time co-author and business partner is Des Dearlove. Their books, available in more than 15 languages, include ''Gravy Training'' and ''Generation Entrepreneur''. His work with Dearlove in business thought leadership led ''Management Today'' to describe them as “market makers par excellence”. Crainer is an adjunct professor at IE Business School in Madrid, director of the Busines ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Learning Cycle
A learning cycle is a concept of how people learn from experience. A learning cycle will have a number of stages or phases, the last of which can be followed by the first. John Dewey In 1933, John Dewey described five phases or aspects of reflective thought: Kurt Lewin In the 1940s, Kurt Lewin developed action research and described a cycle of: # Planning # Action # Fact finding, about the result of the action Lewin particularly highlighted the need for fact finding, which he felt was missing from much of management and social work. He contrasted this to the military where Kolb and Fry In the early 1970s, David A. Kolb and Ronald E. Fry developed the experiential learning model (ELM), composed of four elements: #Concrete experience #Observation of and reflection on that experience #Formation of abstract concepts based upon the reflection #Testing the new concepts Testing the new concepts gives concrete experience which can be observed and reflected upon, allowing the cycle to ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Large-group Capacitation
Large-group capacitation is an adult education and social psychology concept associated with the Brazilian sociologist Clodomir Santos de Morais, and grounded in the "activity" of the individual and the social psychology of the large group.de Morais Chapter 3 in When applied to the context of the Organization Workshop (OW), which, historically, has been used mainly for the purpose of job creation and income generation, it is known as Metodología da Capacitação Massiva (MCM) in Portuguese, Método de Capacitación Masiva (MCM) in Spanish and as Large-Group Capacitation Method (LGCM) in English. Coinage The English term capacitation is a translation of the latino terms ''capacitação'' (Portuguese)/ ''capacitación'' (Spanish).Capacitation marks the generic difference between transitive and intransitive modes of learning and communicating implicit in de Morais' aphorism ''se aprende, porém não se capacita'' (Portuguese) : " he traineelearns, but is not capacitated". ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Inquiry-based Learning
Inquiry-based learning (also spelled as enquiry-based learning in British English) is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their own knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem solving skills. History Inquiry-based learning is primarily a pedagogical method, developed during the discovery learning movement of the 1960s as a response to traditional forms of instruction—where people were required to memorize informat ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Experiential Learning
Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. ''The Journal of Physical Education'' 22(2), p. 91-98. Experiential learning is often used synonymously with the term "experiential education", but while experiential education is a broader philosophy of education, experiential learning considers the individual learning pr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Action Teaching
Action teaching is a style of instruction that aims to teach students about subject material while also contributing to the betterment of society. The approach represents an educational counterpart to action research, a method first developed by Kurt Lewin in the 1940s to address racial prejudice, anti-Semitism, and other societal problems through the integration of social science and social action. Proponents of action teaching argue that by allowing students to take action on social issues as part of the learning process, action teaching deepens learning, heightens student engagement, and provides students with a "scaffold" for future prosocial civic action. Action teaching has been used in varied educational settings, including grade schools, high schools, colleges, universities, and online courses taken by student and post-graduate learners. Although action teaching was initially developed within the field of psychology, it later spread to other curricular areas such as busines ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Action Research
Action research is a philosophy and methodology of research generally applied in the social sciences. It seeks transformative change through the simultaneous process of taking action and doing research, which are linked together by critical reflection. Kurt Lewin, then a professor a MIT, first coined the term "action research" in 1944. In his 1946 paper "Action Research and Minority Problems" he described action research as "a comparative research on the conditions and effects of various forms of social action and research leading to social action" that uses "a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action". Process Action research is an interactive inquiry process that balances problem-solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about personal and organizational change. After six d ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Action Reflection Learning
Action may refer to: * Action (narrative), a literary mode * Action fiction, a type of genre fiction * Action game, a genre of video game Film * Action film, a genre of film * ''Action'' (1921 film), a film by John Ford * ''Action'' (1980 film), a film by Tinto Brass * ''Action 3D'', a 2013 Telugu language film * ''Action'' (2019 film), a Kollywood film. Music * Action (music), a characteristic of a stringed instrument * Action (piano), the mechanism which drops the hammer on the string when a key is pressed * The Action, a 1960s band Albums * ''Action'' (B'z album) (2007) * ''Action!'' (Desmond Dekker album) (1968) * ''Action Action Action'' or ''Action'', a 1965 album by Jackie McLean * ''Action!'' (Oh My God album) (2002) * ''Action'' (Oscar Peterson album) (1968) * ''Action'' (Punchline album) (2004) * ''Action'' (Question Mark & the Mysterians album) (1967) * ''Action'' (Uppermost album) (2011) * ''Action'' (EP), a 2012 EP by NU'EST * ''Action'', a 1984 albu ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Reg Revans
Reginald William Revans (14 May 1907 – 8 January 2003) was an academic professor, administrator and management consultant who pioneered the use of Action learning. He was also a long jumper who represented Britain at the 1928 Summer Olympics in Amsterdam where he finished 32nd in the long jump event. At the first British Empire Games, in 1930, he won the silver medal in both the long jump and triple jump competition. Early life He was born at Portsmouth, where his father was a marine surveyor. As a boy he saw his father receive a visit from seaman's representatives after the wreck of the RMS ''Titanic''. He recollected attending the memorial service for Florence Nightingale with his mother in 1910. In the late 1920s he was a doctoral student in astrophysics at the University of Cambridge. A Commonwealth Scholarship in 1930 took him to study astrophysics and astronomy at the University of Michigan, and on his return to Cambridge as a fellow to Emmanuel he worked ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
