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SeCtion tWo Change approaches & management tools
Strengths and limitations
It has huge potential in continuing professional development terms by offering group members a way of developing skills in active listening, inquiry and advocacy with the aim of gently challenging peers about the nature and possible causes of the problem they are seeking to understand. However, some are critical of the subjective nature of such reflection.
In relation to social care change, Action Learning provides a means through which key change leaders can reflect on how they can respond to issues and improve their future practice. In doing so they can help to achieve the principles of social change in practice and create both personal and organisational resilience. Clear and agreed values within the set help to keep the focus on achieving positive change with others, and guide the interactions between set members.
Further reading
1. Megginson D and Whitaker V (2007) Continuing Professional Development (2nd edition), London: CIPD.
2. Revans R (1980) Action Learning: New Techniques for Management, London: Blond & Briggs.
3. Revans RW (1982) The Origin and Growth of Action Learning, Brickley: Chartwell-Bratt,
4. Revans RW (1998) ABC of Action Learning, London: Lemos and Crane.
5. Reynolds M (1998) Reflection and Critical reflection in Management Learning, Management Learning 29, 2, 183–200.
6. Reynolds M and Vince R (eds) (2004) Organizing Reflection, Aldershot: Ashgate Publishing Company.
7. Skills for Care (2014) Critically Reflective Action Learning: Improving Social Work Practice Through Critically Reflective Action Learning, Leeds: Skills for Care. Available at: www.skillsforcare.org.uk/Document-library/Social-work/Action-Learning/Critical-reflective-action- learning.pdf
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