The article aims to explore the nature of problems in action learning. Beginning with Revans' distinction between problems and puzzles, it draws parallels with the notion of wicked and tame problems. It offers four means of considering problems in action learning -- in terms of the locus of a...

The introduction of a Lean approach to management requires the development of understanding and capability. This in turn requires a structured training intervention and other supporting activities. This paper explores, through a case study, the way in which action learning groups (ALGs)...

This paper brings together the reflections of the authors on their shared and individual experiences of virtual action learning. Whilst many conclusions are shared, there are also some points of difference in practices.

This account of practice focuses on the delivery of Action Learning Sets in Swaziland and Malawi as part of a UK university's remote Master's degree teaching programme. It draws upon the experience of an Academic delivering the programme and the efforts made to refine the approach to action...

In this account of practice, the authors introduce a variant of classic action learning, called developmental action learning or DAL. The DAL model, derived from cognitive development theory, introduces conventional learning modules prior to the more intensive set experience. It also calls for...

This account of practice will focus the different strategic steps to implement action learning (AL) in an industrial context where managers as <italic>experts</italic> are used to solve problems and not to ask questions. It will look at the experience of an AL facilitator working with a set of young engineers...