Action reflection learning : solving real business problems by Isabel Rimanoczy

By Isabel Rimanoczy

Readers may perhaps by no means think about studying, education, or instructing an analogous approach back! construction at the pioneering basics of powerful grownup studying and lots of of the middle ideas of trendy renowned motion studying method, motion mirrored image studying offers a next-generation procedure that may rework the best way grownup studying happens. via dozens of reports of actual humans, making actual adjustments within the approach grownup freshmen examine, the authors reveal tips on how to observe those equipment and strategies to layout and enforce more desirable studying interventions in any variety of settings—from management improvement workshops to one-on-one training.

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These are certainly more exciting ways to spend a day than attending a negotiation workshop. No wonder he doesn’t want to attend. A D I F F E R E N T A P P R O A C H T O A D U LT L E A R N I N G What would adult education be like if all these different ways of learning were included in programs designed for adults? This is the story of ARL. CONNECTING LEARNING TO OUR REALITIES Development of ARL began in the late 1970s through the efforts of a group of professors at the University of Lund, Sweden, friends in management positions, and colleagues who were consultants and HR professionals.

Ownership of the Learning It would be the responsibility of each participant to identify his or her learning goals based on the numerous inputs and then ask for help— from the team, the coach, and colleagues. ■ ■ ■ Teams were given approximately half of the twenty formal program days to decide how they would spend that time working on their business challenges; they spent an equal amount of time or more between the sessions on various activities related to their projects. The other half of the program was used for large group sessions that addressed preplanned topics that had been identified in the needs assessment and organic topics that arose during the life of the program.

Now think of the learning activities in which you have participated and consider how many times you have been able to make this conscious entry, labeling what you are storing. When we hear a speaker, we process the words as we connect what is being said with our own reality: with our experience, questions, or challenges, with our interests or our emotions. These “connected” entries are the ones that are most useful. In many adult learning situations, little time is reserved for these essential connecting and labeling components of the learning process.

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