ABSTRACT
Action learning is most effective when directly related to work applications or action (Revans, 2011). Related literature suggests that action learning programs should be carefully implemented to ensure the balance between action and learning (Cho & Egan, 2009). Available Korean practice literature recommends manager participants in action learning programs should implement their solutions or suggestions as a result of their team or group learning process (Kim, 2007). An unbalanced approach to action learning is not productive, as action without learning is unlikely to return fruitful long-term results, and learning without action does not facilitate change.
