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Related Concept Videos

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
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Related Experiment Video

Updated: Mar 2, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Action learning: ripples within and beyond the set.

Robert James Warwick1, Adam Palmer2, Janet McCray3

  • 1Centre for Sustainable Business, University of Chichester , Bognor Regis, UK.

Leadership in Health Services (Bradford, England)
|May 19, 2017
PubMed
Summary
This summary is machine-generated.

Action learning (AL) fostered leadership development in a UK National Health Service (NHS) clinician by surfacing assumptions and enabling practical action. This process impacted both the individual and the organisation.

Keywords:
Action learningCritical action learningLeadershipNHSOrganizational impactUnsettlement

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Area of Science:

  • Healthcare Management
  • Organizational Psychology
  • Leadership Studies

Background:

  • Action learning (AL) is a developmental approach where participants work on real issues.
  • The UK National Health Service (NHS) faces challenges requiring effective leadership development.
  • Understanding the reciprocal impact of AL on individuals and organizations is crucial.

Purpose of the Study:

  • To explore the impact of action learning (AL) on an individual clinician and a UK National Health Service (NHS) Trust.
  • To investigate the dynamic process through which the individual and organization influenced each other during AL.
  • To examine how AL contributes to leadership and identity development within a healthcare setting.

Main Methods:

  • A single-person case study approach was employed, focusing on a clinician participating in AL.
  • The clinician's experience within a leadership development program leading to a postgraduate certificate was documented.
  • The authors critically reflect on the case study methodology and its implications for practice.

Main Results:

  • The participant moved from project confidence to uncertainty as AL's organizational impact unfolded.
  • Unnoticed assumptions were explored, leading to practical action and personal growth.
  • The clinician's leadership capabilities and sense of identity were enhanced through the AL process.

Conclusions:

  • Action learning can facilitate significant personal and professional development for individuals in healthcare.
  • The process of 'unsettlement' through AL is key to uncovering assumptions and driving change.
  • This case study offers insights into critical action learning within the NHS context.