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How do communities and group-based efforts create, learn and evolve? This paper argues that communities are dynamic, continuously creating connections through cyclical learning processes, regardless of how tight or loosely formulated group based efforts are (Hall et al. 2012). Learning cycles or epicycles processes are relevant for action-based investigation within organizational and social structures. The question of behaviors across boundaries or groups maybe influenced by their positioning within a larger adaptive system, including the type of focus, determined goals and the type of connections that have been developed over time (longitudinally). These types of community or group efforts can be described as autopoietic systems, which operate within larger adaptive societal webs (Nousala 2014). The learning methodologies involved in investigating these types of dynamic phenomena need themselves to be dynamic. These methods can be viewed through longitudinal cycles, (which are essentially feedback loops that include extensive reflective time lines, integration before repetition) exposing these epicycles at work. The continuous recording of various processes through epicycles (which are the basis for learning cycles) provide a means to "qualitatively measuring" change, which would normally go unseen (Hall et. al 2012; Hall et al. 2005; Nousala and Hall 2008; Wenger and Synder 2000; Garduno et al. 2015).

This design research aims to propose a HyFlex strategy for students and participants in the workplace using massive open online course (MOOC) flipped between the two settings, an active in-classroom to an action learning in the workplace. The research methods were designed into two major parts, where the first part was a design stage which included the review and design process, while the second part involved case studies. The learning design is analogous to an origami paper folding system that processes the diversified questioning of real-world problems and recursively reflects the thought, action, and solutions to the problems. The case studies showed a statistically significant increase in participants' creative problem-solving at the 0.5 level. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to argue that human resource development (HRD) needs to embrace and include futures and foresight learning (FFL) as a new addition to its field of theorising and practice. The question to consider is: How can FFL become a new feature of HRD? A key part of the authors' argument is that the inclusion of FFL will enable HRD to add to the success of any organisation and make a vital contribution to the management of people at work. Design/methodology/approach: This paper firstly considers some of the debates surrounding the meaning of HRD. The authors suggest that instability of the time serves to disturb any comforts that have been created in HRD and that there is a need to consider how there might be different futures for what we still call HRD in research, practice and praxis. This paper then considers how FFL might become one possibility for expanding the existing boundaries of HRD. The authors characterise futures and foresight as a learning process, which provides new but complementary features to what is already considered as HRD. This paper will show how FFL can lead to organisation's success and the way this can be achieved. Findings: There is a wide variety of meanings of the term HRD; however, HRD is still cast as a "weakened profession" which has to play a subservient role to others in the workplace. Over the last 15 years, the expansion of the meaning of HRD has been seen as evidence of its evolving and emerging nature and development based on a co-creation with other disciplines. This creates a space for FFL, defined as an ongoing learning process to find predictable, probable, possible and/or a variety of long-term futures. FFL embraces three key processes of scanning, futuring and reconfiguring, all of which contain a high potential for participants and others to learn as they proceed, providing outcomes at each stage. FFL has been shown to enhance organisation performance and success and HRD interventions can play a key part in implementation. This represents a significant opportunity for the HRD profession to move from weakness towards strength. Research limitations/implications: For HRD researchers, while FFL is not yet on its radar, the authors would argue that the uncertainties of the future require that more attention be given to what might lie ahead. Indeed, HRD researchers need to ask the question: What is the future of HRD research? In addition, if the authors' call for FFL to be included in the practice of HRD, such practice will itself provide new pathways for HRD research. Further research questions might include: To what extent is FFL practiced in organisations and what role do HRD practitioners play in delivery? How does FFL impact on organisation behaviour and outcomes? What new products and services emerge from FFL? What new skills are required to deliver FFL? Can FFL enhance the status of HRD practitioners in the work place and its role in decision-making? and How can the HRD profession develop as a hybrid profession with respect to machine learning (ML)/artificial intelligence (AI)? Practical implications: FFL produces outcomes that have importance for strategy, HRD practitioner can learn to facilitate FFL by action learning and in leadership development programmes. FFL offers a significant opportunity to enhance the importance of HRD in organisations and beyond. FFL offers those involved in HRD a significant opportunity to transfer ideas into practice that have an impact on organisation sustainability. HRD can play a significant role in the design and delivery of ML and AI projects. Originality/value: This paper concludes with a call for embracing FFL as a challenging but important addition to how we talk about learning at work. The authors argue that FFL offers a significant opportunity to enhance the importance of HRD in organisations and beyond. At its centre, FFL involves learning by people, groups, organisations and machines and this has to be of concern to HRD. [ABSTRACT FROM AUTHOR]

Action learning pits individuals against complex problems for the purposes of learning through task performance. With a particular focus on managerial planning and strategy, we developed an action-learning exercise in which teams of learners construct and test paper airplanes against a series of evaluation criteria and strategic goals in a competitive environment. Students make strategic, tactical, and operational decisions in a dynamic and constrained environment, observe behaviors, manage ambiguity, test assumptions, and reflect on outcomes. This activity can easily be adapted for courses other than management courses by changing emphases. We provide detailed instructions and support documents for educators. [ABSTRACT FROM AUTHOR]

This paper offers best practice guidance on participatory action research (PAR) methods in modern slavery studies, through sharing the experiences of survivors of modern slavery as active project consultants. By using participatory approaches and engaging in an action learning set model, this paper aims to understand how to meaningfully engage survivors of modern slavery as co-researchers. Inclusion was at the heart of this research study, and thus, this paper was co-produced by survivors of modern slavery. Through their voices, and by engaging in reflexivity, we share the challenges of engaging in meaningful peer research methods, lessons learned as well as the benefits of adopting this approach to provide creative, engaging and empowering opportunities for participation in research and skill development. We share some examples of challenges and successes in our approach to understand what meaningful peer research methods look like, addressing conservative and more liberal views including academic expertise, safeguarding and empowerment. In concluding this paper, we provide some recommendations for best practice, recognising a continual need to reflect and adapt peer research approaches that suits the needs of the peer researchers as well as the subject to be studied. The overwhelming sentiment, is that social science research must look to engage in peer research methods, recognising the expertise of lived experience, and the potential for research to empower others while also creating meaningful change. [ABSTRACT FROM AUTHOR]

This paper provides a review of the use of action learning in healthcare organisations, or by healthcare professionals, in the past decade, as evidenced in peer-reviewed journals. Action learning has a long history in healthcare and is perhaps particularly suited to an environment where wicked problems abound, where professional development is prized, and where many of the professions subscribe to reflective practice as a vehicle of development. A systematic search for literature in peer-reviewed English language journals was undertaken, followed by a process of pursuing references from the publications revealed by that search. Papers that provided accounts or evaluations of programmes and projects that included action learning were analysed. Common themes concerning purposes, processes, benefits and challenges were identified. Action learning was used for three purposes in the projects and programmes: to improve an aspect of healthcare services; to develop skills of the participants; to enhance collective capability. Whilst in some cases the intention was to achieve all three beneficial outcomes, it was apparent that in the majority of examples one or another of these purposes was prioritised as the principal aim of the programme or project. [ABSTRACT FROM AUTHOR]

This article provides an overview of the Global Leadership course, a 6-credit course integrated within the curriculum of all advanced master programs of Antwerp Management School and designed to align with the school's overarching mission. The course challenges and facilitates students in developing their leadership as a basis for making career choices, explicitly framing it within a global perspective and focusing on sustainability. The course is built on the belief that career development should not occur in isolation. Rather, it should be interwoven within the societal context in which careers unfold, bringing opportunities and challenges. Concretely, students work in diverse cross-program groups on an Action Learning Project addressing one of the UN Sustainable Development Goals. Further, students follow a track within their program focused on personal development, culminating in the submission of a Personal Development Paper in which they integrate all course experiences as a basis for developing a vision of their career. Through this holistic approach, students develop career competencies beyond considering the "why, what, and how" of work but are stimulated to consider the broader societal context. [ABSTRACT FROM AUTHOR]

This paper offers a critically reflective evaluation of an online action learning initiative in one university which addressed gender inequality and support for women’s career development. It was a pilot scheme, led jointly by the university’s Women of Westminster network and Centre for Education and Teaching Innovation action learning community. The action learning group comprised four women working in academic roles, and four working in professional services roles. It was co-facilitated by the authors from a shared understanding as coaches working together as ‘third space’ practitioners; defined as those working in higher education who do not fit conventional binary descriptors/roles such as academic or professional services. Key features of the paper are: (i) the argument that holistic academic practice development applies to individuals working in professional services, technical/operational, and academic roles; and (ii) adoption of a ‘practice first’ approach. The paper illustrates action learning as a practice, and the important role of reflective supervision based on systems-psychodynamic thinking in co-facilitation of action learning as a group process. Nancy Kline’s coaching-based Thinking Environment approach was also used in both the facilitation of action learning, and as a framework for critical reflection and supervision of our coaching practice. Theoretically, action learning was informed by the job demands-resources model, and concepts of job crafting and self-compassion, which enable individuals to shape their work environment by adjusting to prevailing demands and accessing resources. The paper includes outcomes of this action learning initiative, and offers new perspectives for personal, professional, and career development. However action learning and coaching alone cannot overcome organisational barriers to women’s career progression. Nor can they address the wider and well documented damage caused by higher education policy and politics. The approach we advocate here calls for a collective process for inquiring into – and revealing – the institutional problems and practices that create barriers for women’s career progression. This allows action learning and coaching to move beyond being seen as simply an individual/group process for problem-solving and career development. [ABSTRACT FROM AUTHOR]