ABSTRACT
Action learning is most potent when used to solve urgent, multifaceted problems. It can significantly increase the speed and quality of individual, team and organizational learning, and is used worldwide to develop leadership skills. Action learning's relationship to adult learning orientations has been documented. Adding to that body of research, this chapter provides a deeper analysis of action learning elements and their relationship to specific learning theories. The authors rely upon the critical components of an action learning programme (namely; a problem or task, a group, the reflective inquiry process, action, learning and an action learning coach) and demonstrate how practical application illuminates the pre-eminence of one or two overriding theories for each element. A variety of case studies representing several industries emphasize the premise that each of action learning's six components is supported by at least one learning orientation. Further, the implementation of all six elements invokes the complementary power of all the major adult learning theories.
