Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/268529 
Year of Publication: 
2006
Citation: 
[Journal:] Action Learning: Research and Practice [ISSN:] 1476-7341 [Volume:] 3 [Issue:] 1 [Publisher:] Taylor & Francis [Place:] London [Year:] 2006 [Pages:] 45-67
Publisher: 
Taylor & Francis, London
Abstract: 
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 facilitation designed to help participants, selected for their readiness to change, make the leap to deeper levels of personal and organizational development. The DAL approach is applied to a leadership development series among a group of high-level administrators within a university consortium. The case study gives promise to the use of developmental action learning to enhance collaborative leadership processes.
Subjects: 
Action learning
Facilitation
Organizational change
Readiness
Learning
Coaching
Leadership
Leadership development
JEL: 
J24
M10
M14
M21
M50
M53
O15
Published Version’s DOI: 
Document Type: 
Article
Document Version: 
Accepted Manuscript (Postprint)
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