Content area
Full Text
Action Learning: A Practical Guide (2nd edn) KRYSTYNA WEINSTEIN. Hampshire: Gower, 1998. 230 pp. L18.99 (pbk). ISBN 0-566-08097-4
This second edition offering retains the distinctive voice of its first edition and presents an engaging and highly readable introduction to action learning. The author, a veteran action learning practitioner and ex-journalist, expertly employs both backgrounds in her use of the personal testimonies of action learning workshop participants as the primary datum in support of her claims for action learning. The book assumes little or no knowledge of action learning and is written to convey the experience of action learning to those readers who have yet to participate in an action learning set or project. However, Ms Weintstein also provides numerous examples of specific action learning techniques and practical advice for the action learning consultant or trainer. In summary, this is a valuable read for both the novice and the veteran action learning practitioner.
Each chapter contains subsections that focus on the types of questions an interested action learning novice might ask of its author. Additional chapter sections are focused on the author's specific views on the distinctive theory or practice elements of action learning. Chapters 3 through 8 each conclude with two to four brief case examples drawn from the rich set of action learning programmes the author has observed or directed. It is unfortunate that these case examples are anonymous, thus preventing the reader from inferring the country-specific context of action learning practice illustrated.
The book is organized into two parts. Part one 'Definitions and Theoretical Background' comprises an introductory chapter on what is action learning and a second chapter on the theory and philosophy of action learning. Chapter I focuses on the practical issues of concern to anyone who is uninformed about action learning. The chapter provides a thumbnail sketch of the main elements of any action learning programme, the uses of action learning, the benefits from action learning, the types of programmes available for action learning, and a particularly valuable discussion of why individuals should join action learning programmes and why some organizations should and other organizations should not initiate action learning programmes.
Chapter 2 is more relevant to prospective action learning trainers and academics interested in appreciating the theoretical foundations and core...