A look at how the action learning approach method can be implemented to solve problems in an organization.
Written in 2008; 1,837 words; 6 sources; APA; $ 58.95
Paper Summary:
This paper discusses the use of action learning methodology to resolve the problem of recurring programming bugs, despite coding having passed verification by the quality assurance team, within DCC, a pension fund data cleansing company. The paper relates that the action learning set is composed of stakeholders directly affected by the problem and will be assisted by a facilitator in the establishment of project management principles.
Outline:
Introduction to problem
Team Building
Objectives
Assumptions
Foreseeable problems
Method
Data collection
Roles
Conclusions
References
From the Paper:
"Action learning requires team work from a team able to work together as equals. As a result I have put together a team that consists of the system analyst, the manager of the QA team and me, the developer. These members have all agreed to take on this role as we are all highly committed to identifying the root causes of the problem as political and executive pressure has been brought to bear on all three of us. In addition, we have the full support of executive management. The project sponsor and facilitator of the set will be the Manager of Information Operations to whom the three of us report. While Revans believes that learners are their own best facilitators (Revans cited in Dilworth, 1998), at least in the initial stages we will have an outside facilitator as we are all new to action learning. He has committed himself not to interfere in our progress to a solution, but rather to facilitate the learning process and enable time for reflection on learning.
"The facilitator's role will include securing an agreed project charter and setting rules and conventions that will govern our set (Whetherly, 1996)
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