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Action Learning
Table of Contents
Table of Contents.............................................................................................................................2
Administrative theory......................................................................................................................3
Task 1 ..........................................................................................................................................4
Task 2...........................................................................................................................................6
Accessing Weaknesses.....................................................................................................................6
Reflective Action.............................................................................................................................6
Action Learning...............................................................................................................................7
Task 3.........................................................................................................................................11
Perception (Theories):....................................................................................................................12
Interpersonal skills:........................................................................................................................14
Conclusion ....................................................................................................................................16
References......................................................................................................................................16
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Administrative theory
Administrative theory emphasizes for an organization to carry out managerial activities more
effectively. Famous writers on this were Henri Fayol, Max Weber, and Chester Barnard.
Henri Fayol’s theory was directed to achieve the ‘most rational’ organization to fulfill various
tasks assigned to a large group of labor. In other words, organizations are anticipated to clear and
stiff aims, which are retained by every individual, by following the rules and regulations
fulfilling the individual expectations, as per the given blueprint and structure.
1. Division of work – The task should be performed by the dedicated people and the same
should be a unit or department.
2. Authority – Assigned people who are allowed to give orders and anticipate that they are
met.
4. Unity of command – As per the company hierarchy, one authorize person should give
orders to the employees
5. Unity of direction – the company and employees should have only one plan and
objectives.
6. Avoid unclearness or confusion within the organization and follow only on objective
7. Salary –the company should take care of employees economic situation and salaries
8. Centralization – Centralization depends on the importance on the authority that makes the
decision or department level.
9. Scalar chain – authority in an organization which commands evenly from top to bottom.
10. Order – everything, people and resources, has a place that it belongs.
Chester Barnard (1886-1961) is an experienced manager and did extensive study in sociological
theory in building a theory of the organization.
Task 1
All the organizations always think about decision making and alternatives to solve the issue. The
alternatives effect the criteria we apply to decision and vice versa. The following image explains
the decision making process:
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Probabilities are common for decision making and investments. The objective is to estimate the
probable effects if a given event occurs.
According to Warren Buffett, top successful investor, is a chief of guessing the probabilities. He
says,
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Figure out problems and make decisions more effectively by talking with people. However the
vital thing is to communicate which is very important in business to resolve troubles and make
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Task 2
How to assess your strengths
Strength is a mixture of inbuilt aptitude, personal character, behavior, sharable skills and learned
knowledge that when applied produces a consistently successful result. Following are the key
questions to evaluate strengths. The skills are divided into three categories:
1. Knowledge-based skills:
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2. Transferable skills:
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Accessing Weaknesses
Weakness prevents you from performing at best. Think to manage the activity and the steps you
could take on a practical level to improve overcoming your weaknesses. The strategies that can
be used to manage and avoid weaknesses are by practicing the task or activity, designing a
system to deal with the weakness, concentrating on strength to overcome the weakness.
Reflective Action
Reflective action is a self sustaining process in which learning occurs through experience from
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one’s own actions. The leaders and managers learn through this process while participating in
training workshops and coaching sessions. In addition, they have an access to life-long process
that allows them to learn from any situation they encounter.
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Action Learning
In Action Learning, learning process is considered as ‘relational Learning’. It is based on a
collective process which involves a person participating in a shared process of understanding the
frameworks of meaning-making.
Learning Vehicle-the real time project on which the individual or the set lays focus
Set Adviser-A person who learns and helps the group in its work.
Q= Questioning insight
As the Action learning process is based on experiential learning, for Q –Questioning insight to be
effective, a cycle of learning is required.
Further, within the action learning cycle, different learning styles have to be adopted for the
learner to reach to a new and different place of knowledge.
So, reflection should occur in all stages in the cycle for understanding an action and also for
planning a new one.
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New
Activity/Event/Exp
Activity/Event/Exp
Reflections &
New Actions decision to exp
Hypothesis &
experiment
Reflections &
Analysis
L=P+Q
To deal with problems and to make precise decisions, you need questioning insight in addition to
the programmed knowledge. In finding a solution to a problem, a holistic approach of learning
has to be followed where complexity is taken into consideration while making decisions.
learning and builds their personal capacity. Whereas, at the group level, collaborative enquiry
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allows for “shared work, knowledge and ways of knowing where new social meanings and
realities are collectively constructed”.
2. Issue Identification. Participants consider the issues they must confront and manage in order
to produce the deliverable required by the charge.
Two types of issues are identified. (1) Project Issues where information and data needs are
unique to the project situation, but must be collected and analyzed for deliverable. (2) Learning
Issues where knowledge of concepts and techniques to be presented or developed in order to
develop the deliverable.
3. Inquiry. Participants engage in inquiry based on the identified issues. They research to collect
information and data necessary for the project. They also engage in learning activities
independently with experts, and/or interactive learning modules which are developed and
provided for their use.
4. Action. Participants analyze the data collected using the learning developed, and make
decisions regarding the deliverable. This process frequently involves iteration with point 2 and 3
as more information leads to the identification of additional issues and to the need for more
inquiry. However, at some point, the iteration must stop (usually caused by a time deadline) and
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5. Reflection. Participants engage in reflection after the deliverable is presented and feedback is
received. The process of reflection focuses on making learning explicit and the abilities to recall
and make use of the content learnt in other situations.
Action Research
Action research is a self-reflective enquiry conducted which is conducted by the participants in
social situations.
The essential element of action research is experimenting with new ideas to improve and
increase knowledge. Action learning follows a series of cycles to increase the knowledge.
1. Planning: involves analyzing a complex situation and building a new strategic plan
4. Reflecting: Evaluating the results obtained from the whole action process.
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The final outcome of the Action research is ‘Looping’ and moving the cycle forward to improve
practice.
Task 3
The workers were brought to that place on worse terms and conditions to get jobs in front of
British workers. There are jobs in the country but there is a need for people with the skills.
So, people started to worry that their jobs could "certainly look to the Conservative Party to do
more to promote employment and combat unemployment than is being done in this country at
the moment".
The various judgments that have been made distorted the original intention and there is a need to
bring in fresh directives to make it absolutely clear that people cannot be undercut in this way.
manifestations as well. The object of study is not the labor dispute, the strike or the lockout but
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the total range of behavior and attitudes of opposition and divergent orientations between
industrial owners and working people
The demand for a change in EU law to protect the interests of British workers has led to the need
for a clear understanding for the call off of the strike. Rather than focusing on wildcat strikes
only, it is necessary to place them in relation with the behavior that leads to and that which
results from them.
Perception
Perception includes the processes associated with the recognition, transformation and
organization of sensory information. It is closely related to all higher-order cognitive functions
(such as reasoning, concept formation, problem-solving, memory, etc.) as well as sensory-motor
behavior.
Perception (Theories):
Two major classes:
2. Top-down: perception starts with a set of primitives. But, our perceptual experience is
influenced by higher-level processes, such as knowledge and context.
Direct perception
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Perception is a direct result of stimulus energy affecting receptor cells. No higher cognitive
processes or internal representations are necessary
Template/Exemplar theory
Prototype theory
Instead of storing many exemplars or rigid templates, we store a prototype, which is like the
average of an object.
We compare a perceived object to these prototypes until we find the closest match.
Feature theory
Perception starts with the identification of basic features that are put together into more complex
objects, which are put together into more complex objects, etc. until we identify an object.
Example: Pandemonium
Using single-cell recording the neurons in the primary visual cortex (occipital lobe) respond to
visual features such as lines and corners.
These feature detectors are a result of how the early visual system is wired.
Most of the people are aware that it is possible to control their emotions and also their
expression. Constructive thinking is as a way in which you think constructively about the world
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around you.
Defensive Behavior:
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Defensive behavior is a method which is used by most of us to protect our self-esteem. People
often exhibit such behavior to hide the parts of their personality or emotions that they don’t want
to expose to others.
Defensiveness is observed in people who are excessively concerned with guarding against the
real.
A defensive behavior is a “knee jerk reaction.” You can be defensive about certain subjects,
people or emotions and do not realize it. Defensiveness can become emotional destructive when
it becomes a day-to-day way of life.
Firstly, you must become aware of defense mechanisms if you want to deal and understand them.
Here are a few common signs of defensive behaviors:
~ Not talking about certain subjects;
~ Becoming defensive when challenged;
~ Negatively misinterpreting what others say;
~ Finding yourself easily irritated, especially by certain people or topics;
~ Feeling as if no one understands you;
~ Overly self-critical; and also
~ Finding it difficult to listen to the opinions of others.
Sometimes, defensive behavior can be sarcasm, diminishing silence, shaming or blaming, denial,
anger, inflexibly sticking to one way of thinking, without listening to others, and not thinking at
all.
Interpersonal skills:
Interpersonal skills can be defined as “the skills which are needed for effective communication
with the opposite person or group”. Even though there is literal variation over the exact skills
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which falls under this heading most authors tend to agree on a number of core areas in which
competency is essential for effective interpersonal interactions.
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also seen as a vital interpersonal skill. Messages can be communicated through the
following non-verbal channels:
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• Facial Expressions: The Facial expressions are an important evidence to convey the
information about an individual’s emotional state. They can also be used to regulate the
interactions by synchronization of the conversations.
• Gaze: Gaze is one of the useful means of communication of emotional information. For
example, staring for a longer time is often considered as a symbol of hostility or
aggression. Gazing helps to initiate and regulate interpersonal interactions. It can also be
used to access the reactions of others at the time of oral presentations and conversations.
• Posture: The posture often reveals the feel and attitude of an individual towards the
involvement of others in the interaction. Postures of an individual automatically vary
according to the situation. For example, a person can give more relaxed postures in less
formal situations than in formal ones.
• Paralinguistic cues:
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Conclusion
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References
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