Tegevusõppe seostamine ainult haridussüsteemiga oleks liigne kitsendus ja jätab avamata selle potentsiaali organisatsioonide valdkonnas. Siinviidatud kirjandusülevaade pakub väärtuslikku infot neile, kes huvituvad tegevusõppest avaramalt, sh nii organisatsiooni kui töötajate arengu seisukohast. Lisaks võib tekst huvi pakkuda uurijatele-tudengitele, kel plaanis kirjutada kirjandusülevaadet.

Kontekstiks tegevusõppe esiletõus ja seotus organisatsiooniga

“Action-oriented approaches in the workplace are rooted in practices, theory, and literature that preceded the definition and formation of the HRD field – among these is action learning. Initially developed in the 1930s and 1940s by Reg Revans, action learning is defined as a learning approach to developing organisational members’ competencies both in content knowledge and process skills while addressing real issues at work using teams (Cho and Bong 2013).” (Cho and Egan, 2022, p. 1)

Tegevusõppe positsioon organisatsioonis ja töötajate arengus:

“Action learning is considered an HRD tool to prepare participants for collective leadership in the organisation (Raelin 2021), integrates action, learning, and experience as in experiential” (Cho and Egan, 2022, p. 1) […] “learning (Yeo and Marquardt 2015), and is used for developing practitioners while solving challenges in the workplace as in problem-based learning (Scott 2017).” (Cho and Egan, 2022, p. 2)

Autorid seavad eesmärgi:

“The purpose of this study was to elaborate upon the changing landscape of action learning research and practice through a systematic literature review.” (Cho and Egan, 2022, p. 2)

Esmakordne märkimine:

“Revans used the term action learning for the first time in published form in 1972 after having experimented with initial forms of action learning as far back as the 1930s and 1940s in mines, hospitals, and higher education (Boshyk et al. 2010).” (Cho and Egan, 2022, p. 4)

Tegevuspöörde neli dimensiooni:

“The “action turn” (Reason and Torbert 2001, 2) in social sciences places primacy on practical knowledge as the focus of the research endeavour and includes four key dimensions: the primacy of the practical, the centrality of participation, the requirement of experiential grounding, and the importance of normative theory.” (Cho and Egan, 2022, p. 4)

Vihje lugemishuvilistele:

“Due to the increased dominance of Action Learning: Research and Practice (ALRP) as a primary action learning journal since its inception in 2004, we ended up with a decrease in the total number of journals – from 24 in Cho and Egan (2009) to 14 in this review.” (Cho and Egan, 2022, p. 8)

Teooria kasutamine uurismustöödes:

“When considering theoretical framing of research within the identified studies we examined the extent to which authors overtly situated their research using: (a) theory: (b) a theoretical framework: and/or (c) a conceptual framework – and whether such use was established a priori or post hoc (Varpio et al. 2020). Not surprisingly, the most common framing in the research studies related to action learning frameworks.” (Cho and Egan, 2022, p. 15)

Lugemishuvi suurendamiseks:

“A central goal of CAL is to bridge the gap between personal development and organisational learning.” (Cho and Egan, 2022, p. 19)

Cho, Y., & Egan, T. (2022). The changing landscape of action learning research and practice. Human Resource Development International0(0), 1–27. https://doi.org/10.1080/13678868.2022.2124584