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Purpose - The purpose of this paper is to compare action learning and action reflection learning (ARL), exploring the similarities and differences. Design/methodology/approach - This paper uses a bibliographic search through ProQuest to collect scholarly journal publications on the definition and evolution of action learning; scholarly dissertations on ARL and their bibliographic references applying to this comparison. The origins of both action learning and action reflection learning are explored. Action learning is first compared to ARL, using the taxonomy of Rimanoczy of ARL's principles and elements. Then ARL is compared to the characteristics listed for Action Learning by Smith and O'Neil. Findings - As a result of this double comparison, a list of commonalities and differences is established. The comparison indicates that while there are action-learning aspects in some of the ARL based interventions, the eclectic characteristics developed by practitioners convert ARL into a learning architecture that brings together best professional practices described in various theoretical lines. Originality/value - This paper offers guidelines to designing and implementing learning interventions in a wide scope of contexts.

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Purpose - The purpose of this paper is to describe the origins and evolution of action reflection learning [ARL], a methodology of learning developed over the last 30 years by practitioners working with the MiL Institute in Sweden and LIM, Leadership in International Management LLC. Design/methodology/approach - The paper is based on a descriptive exploratory qualitative study conducted by the author to explore the principles and elements of ARL. The research included a literature review, a survey and interviews with 23 ARL practitioners from Europe, USA and Latin America. The paper presents the elements identified in that study and the assumptions on which the ARL approach is grounded. Findings - While the elements can be related to a broad body of knowledge and conceptual theories, the ARL practice has evolved almost oblivious of scholarly models, raising interesting questions about the usefulness for adult educators of theoretical frameworks, as well as the development process of what is called 'common sense'. Originality/value - This paper highlights the value of practitioners' judgment, and questions the connection between theories and practice, when theoretical frameworks are not applied as academics would like to see them used. Teachers, instructors, facilitators and other professionals involved with designing and implementing learning scenarios will find a new perspective to their practice.

Published abstract reprinted by permission of the copyright owner. Show less

Purpose - The purpose of this paper is to compare action learning and action reflection learning (ARL), exploring the similarities and differences. Design/methodology/approach - This paper uses a bibliographic search through ProQuest to collect scholarly journal publications on the definition and evolution of action learning, scholarly dissertations on ARL and their bibliographic references applying to this comparison. The origins of both action learning and ARL are explored. Action learning is first compared with ARL, using the taxonomy of Rimanoczy of ARL's principles and elements. Then ARL is compared with the characteristics listed for action learning by Smith and O'Neil. Findings - As a result of this double comparison, a list of commonalities and differences is established. The comparison indicates that, while there are action-learning aspects in some of the ARL-based interventions, the eclectic characteristics developed by practitioners convert ARL into a learning architecture that brings together best professional practices described in various theoretical lines. Originality/value - This paper offers guidelines to designing and implementing learning interventions in a wide scope of contexts.

Published abstract reprinted by permission of the copyright owner. Show less