This article demonstrates how future trends in action learning align with the forecasted changes in the field of human resource development. The areas of action learning’s potential impact include globalization, strategic planning and decision making, leadership development, and service learning, all of which will be sustained and enabled by technology. As action learning assumes a greater role in organizations’ prospective learning and development, new implementations are emerging. The initiatives presented here explore new developments and wider applications of action learning, supporting the premise that action learning will be just as viable and effective in the future as it is in the present. Possible future challenges and potential obstacles are also cited.

Keywords

action learning, technology, future trends, strategic planning, globalization, leadership development

Proven Success in the 20th Century

When Reginald Revans coined the term action learning, it is unlikely that he realized it would become a colloquialism in human resource professionals’ lexicon. Over the decades, action learning has survived . . . and thrived. Presently, action learning has been applied in most of the world’s continents and appears in every sector, including business, education, nonprofit, and government.

1Restek Consulting, Vienna, VA 2Microsoft, Redmond, WA 3School of Business and Nonprofit Management, North Park, Chicago, Illinois

Corresponding Author: Deborah Waddill, Vienna, VA 22182 Email: [email protected]

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Since its inception, action learning has impressed businesspeople, scientists, union workers, teachers, students, and a wide range of others with its simple but elegant app roach to organizational, team, and individual learning. Literally hundreds of research and testimonial articles and dozens of textbooks have been written to celebrate the power of the action learning process (Mumford, 1994; Smith & O’Neil, 2003).

Action learning has many faces (Marsick & O’Neil, 1999). In a nutshell, there is a “European model,” which is clearly defined by advocates such as Revans (1980, 1982), Pedler (1998), and Mumford (1994), and a more structured U.S. model, which is pro moted by Marquardt (1999, 2004) and Dilworth (1998). Regardless of the differences, the key outcome of both models is learning that results from programmed knowledge and the reflective inquiry process.

Examples of action learning’s potency both theoretically and practically appear in the literature, summarizing its many applications during the past three quarters of a century. In 1998, the Performance Improvement Quarterly (PIQ) published a special edition highlighting 20thcentury advances in action learning. These articles demon strated its broad application within the fields of HRD and business administration, including implementation for

• decision making, • merging multicultural groups, • learning transfer, • corporate training, • team building, and • organizational learning.

Not surprisingly, action learning has transcended the advances presented in the PIQ article by subsequently moving forward into yet other, new, and unexpected domains. Now, looking forward to prospects in the 21st century, we must inquire, “Is this progress sustainable?” Can action learning maintain the momentum established in the previous century? Otherwise stated, the question for the future of action learning is this: “Can action learning remain viable in the 21st century?”

It is the purpose of this article to respond in the affirmative: Yes, action learn ing is viable. In fact we will demonstrate a variety of ways in which action learn ing proves its practicality both in the present and the future. The studies cited herein reveal creative and effective new implementations of action learning. They can be categorized into four major areas that have been determined to be critical to the future of HRD in general: globalization, strategic planning, leadership development, and technology innovations. The following action learning initia tives represent ways in which action learning supports, extends, and invigorates the practice of human resource development for the 21st century. However, chal lenges do exist. Thus, potential obstacles to the implementation of action learning are also explored.

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Future Trends in HRD

Qualitative and quantitative evidence demonstrates a paradigm shift in the field of HRD in the 21st century. The “new” role of HRD, as indicated in the literature, is pre dicted to include greater emphasis on

• globalization: an emphasis on global perspectives rather than parochial or regional viewpoints (Marquardt & Berger, 2003);

• strategic planning: increased deliberate and intentional, rather than uncalcu lated, preparation (Garavan, 2007);

• leadership development: growth of programs to promote the skill develop ment of new and existing leaders (Trehan, 2007) with an emphasis on decision making expertise (Chermack, 2003); and

• technology: increasing reliance on advanced technologies (Roberts, 2008).

Will action learning keep pace with these forecasted trends? In fact, action learning is in the forefront as a powerful force rendering positive

change in each of these areas. If future trends for HRD are globalization, strategic planning, leadership development, and technology adaptations, then evidence should be provided demonstrating ways in which action learning aligns with these future trends. Many stellar examples appear in this special edition of Advances in Develop- ing Human Resources. Building on the firm foundation already established, this final article provides additional examples of implementation efforts that address and exceed these and other predicted trends.

Globalization and Action Learning It would be difficult to dispute the claim made by Marquardt and Berger (2003) that the potent energy of globalization has and will continue to forcibly impact “every aspect of the HRD profession” (p. 283) as both academics and practitioners attempt “to increase the capacity of people to lead productive, complete and fulfilling lives, regardless of where they live or work” (p. 293). Action learning, as it moves to a prominent position within the HRD tool kit, is emerging as a part of the solution to the business, social, environmental, and local economic issues inexorably linked with glo balization. For example, recent and current initiatives taking place in Kenya and South Africa put a spotlight on action learning as a vehicle for meeting significant future challenges of globalization.

Kenya—Microsoft Corporation: ExPo Leaders Building Leaders An innovative action learning program held in Kenya, titled ExPo Front Lines, is faci litated by Microsoft Corporation. Founded in 1975 and headquartered in Redmond,

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Washington, Microsoft Corporation is a leader in software, services, and solutions with a mission of helping people and businesses realize their full potential. Microsoft has approximately 80,000 employees worldwide. At Microsoft, as at other organiza tions, the business climate is constantly evolving. As the way of doing business changes, the company’s competition, its opportunities, and the requirements it has of its leader ship also change. Recent economic turbulence highlights the need to have leaders who are adaptable and able to respond quickly and appropriately to new and uncertain conditions. The rapid growth of emerging markets is shifting the focus away from the United States and the developed markets. To prepare for success in this realignment of the business context and to train new adaptive leaders, Microsoft developed a new program titled ExPo Leaders Building Leaders.

One of ExPo’s core experiences, Expo Front Lines, uses action learning techniques to help develop leaders while providing a valuable service to Microsoft partners in Africa. ExPo Front Lines gives senior, highpotential participants an opportunity to work on real business challenges facing Microsoft Partners in Africa through an immersive, threeday action learning workshop in Kenya and a fourweek virtual followup sup ported by technology. The program works as follows.

Held in Nairobi, Kenya, Front Lines brings Microsoft highpotential leaders together with representatives from Microsoft’s African partner organizations and their Micro soft Partner Account Managers (PAMs) to positively contribute to challenges facing these partners. To prepare participants for this rich and thoughtprovoking experience, members are sent a series of staged prereading relating to leadership development, corporate social responsibility, and Africa. Peercoaching Learning Circles are formed in advance of the workshop as well, and members are asked to meet once via audio conference to prepare for their experience.

For the introductory threeday, facetoface session, members arrive in Kenya and spend a full day focused on immersion and context setting by visiting some local busi ness sites and industry. In so doing, they witness the opportunities and challenges of doing business in Africa today. Representatives from local NGOs are invited to pres ent on a panel and participate in a questionandanswer period. The subsequent two days of the facetoface session are spent using action learning in small groups with the partners and PAMs, working on the specific business challenges facing the selected partner organizations.

The inperson portion is immediately followed by a fourweek virtual event. Dur ing that time, action learning groups continue to work with the partners from a dis tance as they follow up on the agreedon actions to which they committed while in Nairobi. Virtual work is supported through a secure hosted Microsoft SharePoint col laboration site. This site, which is available to all team members, allows for blogging and document sharing. Partners use this site in tandem with audio conferencing and, where available, video conferencing, to deliver on commitments agreed to at the close of the Nairobi event. At the midpoint and end of the four weeks, audio confer ence calls are attended by the team’s action learning coach to help the teams deliver on their commitments and reflect on their leadership development learnings. Microsoft

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Live Meeting is used during these calls, allowing the teams to do realtime document sharing, presentation, and whiteboarding.

The Front Lines participants reconvene several months later at a oneday closing event. At this event, they first meet with others in their respective action learning teams for reflection. Then the teams present their results to each other as well as to other Microsoft leaders and high potentials.

The goals of this program are to help broaden leaders’ perspectives on the business, exposing participants to an emerging market where income is generated in different ways, trading conditions are chaotic, and the future is uncertain. The leaders have opportunities through Front Lines to work on business challenges very different from those they generally face, exposing them to work interfacing with political leaders and influencing the political agenda in an emerging market, all skills that will be expected of them in future leadership roles. In addition, the facilitated action learning process enables them to reflect deeply on their own leadership behaviors and the lessons learned through the event and translate these into actions.

All selected projects align with Microsoft’s core capabilities and interests, as out lined in best practice guidance around strategic corporate social responsibility (Porter & Kramer, 2006). The participants all have real, urgent business challenges that will benefit from the diverse perspectives being brought by the Microsoft leaders.

The Front Lines team ensures that both the highpotential participants and the part ners benefit from the experience. For the partners, benefits include receiving consulting on critical business challenges, exposure to the action learning methodology, a best practice leadership development experience for a key staff member, and a strength ened relationship with Microsoft.

Microsoft sees clear benefits from the Front Lines program. Not only do the partici pating leaders practice and develop needed competencies and skills through action learning and their African experience, the company as a whole also benefits. Kellie McElhaney (2009) claims that there is good evidence for financial benefits from Cor porate Social Responsibility (CSR) in three distinct areas: talent management, reputa tion and brand, and operational cost saving. Although any or all of the above benefits may result from the Front Lines program, there is also an additional, more direct benefit: All of the projects are brought forward by significant Microsoft partners. So in helping these projects make a worthwhile impact on their communities, members also are furthering key relationships.

South Africa—Global Coaching Community: Rainbow Convention Another example of the global integration capability of action learning involves the “Rainbow Convention.” The idea for this innovation occurred in May 2009 when a team of Australians led by Dr. Garry Luxmore and John Sautelle, both World Institute of Action Learning (WIAL) Senior Action Learning coaches and Directors of WIAL Australia, traveled to South Africa to train 60 South African coaches in the fundamen tals of the WIAL Action Learning model. Catalyzed by an experience with action

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learning in Australia, the Global Coaching Community (GCC) asked the World Insti tute for Action Learning to contribute to the Continuing Professional Development process for leaders that will take place in South Africa in October 2010.

The GCC is a worldwide group of coaches who hold a convention each year in a different country. The purpose of the GCC’s Rainbow Convention includes the following:

• To raise awareness of coaching in South Africa • To make a contribution to South African communities • To provide a living, learning laboratory of exciting experience • To connect South African coaches to the global community

The Rainbow Convention is an ambitious South African community transformation project that approaches globalism at the micro level in economically disadvantaged regions in South Africa. Conducted under the auspices of the GCC, the convention is being launched as an 18month “Pod” process—the metaphor being a “seed pod.” Between 10 and 20 Pods, or action learning circles, are being created to initiate individual and group coaching projects in communities across the country. Each Pod has a South African Pod Leader and approximately 10 “on the ground” coach members. Coaches from around the world will provide virtual support to Pods.

In preparation, a training program was designed involving an introductory day to the WIAL model followed by two days of intensive practice by coaches. Action Learning coaches apply the learning methodology used in WIAL’s Certified Action Learning Coach programs. Training programs were run simultaneously in Capetown, Johannesburg, and Durban to help Pod leaders manage their process and give them skills to work with groups they are engaging across South Africa with the intent to seed longterm microlevel grassroots change initiatives.

During the training, groups of six to eight coaches worked on problems presented by one of the group members. Selection of the problem was based on urgency, impor tance, and benefit to the other group members. Some problem topics related to the pro cess for establishing and running the proposed Pods whereas other problems related to the types of interventions that could be used by the Pods in their local communities.

As of July 2009, there were more than 60 South Africans involved in this Pod process. The desired outcomes from the training were to

• familiarize Pod Leaders with the WIAL Action Learning process so that the Pods can use or adapt the model,

• identify actions needed to establish and run the “Pods” in different geo graphic locations, and

• develop the individual coaching, communication, and group process skills of the participating Pod Leaders.

Based on the feedback from the participants, all of these outcomes were successfully achieved. In the words of one of the coaches:

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“An action learning course recently awakened me to the spirit of ubuntu. It is deeply satisfying as a human being to experience a group process where the group is so closely aware of each other that some knowledge is created that truly transcends the thinking of any individual in the group, and that is truly owned by the group as a whole. This requires each group member to listen closely to their own thoughts and feelings as well as to genuinely hear and value those being expressed by the others. The experience is of a magic flow that builds through the process and culminates in something that makes us individually and together richer as a people. Isn’t this is meant by ubuntu?”

Action learning is no longer the property of academics and consultants. Practitioners in the private sector, the public sector, and the grassroots, community level support action learning. Many use action learning to create solutions to global issues that impact the lives of people at all levels of society. Whether they work for corporations, for government agencies or for their own microlevel ventures in their towns and villages, action learning empowers in ways that transcend parochial constraints. Action learning not only solves problems but it enables global citizens to rise above the chaos of the 21st century and embrace their future roles as they engage in the problemsolving process.

Strategic Planning and Action Learning Although action learning continues to serve as a process by which change can be leveraged throughout the globe, the action learning methodology is also being used as an intricate part of the grand strategic planning process in a number of organiza tions. According to Allison and Kaye (2005),

Strategic planning is a systematic process through which an organization agrees on—and builds commitment among key stakeholders to—priorities that are essential to its mission and are responsive to the environment. Strategic planning guides the acquisition and allocation of resources to achieve these priorities. (p. 1)

Human resource development has a critical role to play in the strategic planning process. The task of Strategic Human Resource Development (SHRD) is not only to acquire the human capital that will best fulfill the organization’s priorities, but also to satisfy its multiple stakeholders and facilitate “the organization in creating the conditions where strategic objectives and resulting performance can be realized” (Garavan, 2007, p. 26).

National Bank of Dominica One example of action learning used for the purpose of strategic planning is evident in the case of National Bank of Dominica. The Vice President of Human Resource Development at Bank of Dominica requested an intervention to train all 30 upperlevel

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managers. The top six staff members of the National Bank of Dominica used action learning over a twoday period to develop its strategic plan for the upcoming 18 months.

As a result of the action learning process, five strategies emerged. These were then further developed by five action learning groups that included the top 30 senior staff of the bank.

The problems addressed were quite diverse. First, participants worked on the issue of bringing technology into the bank; there was no buyin from anyone outside the area of information technology. Second, the action learning teams addressed the com petition on the island and the need to establish a presence in an important city in which the competitors thrived and Bank of Dominica had no presence. Third, the action learning sets tackled the task of setting up a regional Bank of Dominica for the Caribbean area. Fourth, there was a need to improve customer focus for all. The tell ers, who faced the public, received no support. Those with direct customer contact and those without both needed a customercentric mentality. Fifth and finally, the teams took on the issue of developing talent within the bank.

At the end of the sessions, several strategies were chosen. Strategies chosen included specific plans to

• quadruple bank profits in the next fiscal year, • make the bank more customer centric, • expand bank services in the second largest city of the country, • enable and train all bank employees to better utilize technology, and • develop the bank’s talent pool.

These strategies were then presented to the President/Managing Director of the bank on day two. He was enormously pleased with the quality and the quantity of strategies. On the spot, he committed the necessary funds and resources to achieve each of the strategies. He also commented that this was the most powerful and valuable organizational change he had witnessed in his many years as a senior bank official with various Caribbean banks. The president wrote down his commitment to action and stated in specific terms what he and the group members would do.

The commitment to action has been moving forward. There will be a followup meeting, which has been scheduled, to return to address other problems and issues. The positive outcomes of the strategic planning session are clear. The Bank of Domi nica is well positioned to take a lead role in the region.

The best plans and strategies may be ineffective if there is no leader to implement them. In the next section, we will describe the future role that leadership development— enabled by action learning—will play. One of the initiatives is positioned in India and the other within the Microsoft Corporation.

Leadership Development and Action Learning One way in which strategic human resource development contributes to creating an environment in which objectives and performance can be realized is through

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leadership development (Kramer, 2008). Kanbay, Inc., discovered the effective ness of this approach. They employed action learning for the purpose of leadership development.

Kanbay—Global Leadership Development Program Kanbay International, now a part of Cap Gemini, is a global systems integrator providing solutions to the insurance, banking, lending, credit card, and securities industries. Founded in 1989 in Chicago, Illinois, the company has grown to more than 2,800 associates in 12 locations throughout the United States, Canada, Europe, Australia, Hong Kong, Singapore, Japan, and India. The dramatic capability of their offshore development facility in Pune, India, contributes to the company’s success.

By mid2003, Kanbay had beaten the odds by weathering the recent economic downturn within the technology services sector. In fact, Kanbay had expanded glob ally, opened a state of the art offshore technology center in Pune, India, had plans for opening a second center in Hyderabad, India, had attained ISO 9001 certification, and had successfully launched an initial public offering. Chairman and CEO Raymond Spencer’s concern, however, was to sustain growth and momentum without losing sight of the corporate culture and values that contributed to Kanbay’s success.

Kanbay recognized that the business achievements were dependent on the quality of its people. The construction of the Kanbay culture had been a priority agenda item for the leadership of the company, and indeed had become the cornerstone for their overall business strategy. With its diverse workforce, the continued commitment to unified values and culture throughout the organization was essential. Leadership development was identified as a crucial element for the company’s survival. And it had to be done in real time as people were fulfilling ongoing work requirements. Kan bay chose action learning as the vehicle for leadership development in what Kanbay called the Global Leadership Development Program (GLDP).

The GLDP took place over a period of 18 weeks. In the first week of the GLDP the participants came, from multiple global locations, to Chicago and participated in sem inars and workshops that exposed them to action learning. The 32 High Potential Associates were divided into four teams of seven to nine members each. Group mem bership was based on the expertise and resources each could bring to the particular business need as well as a representation of business divisions, multiple global loca tions, and cultures.

Kanbay’s global leadership team had critical initiatives. They were to develop a clear understanding regarding the key business issues, make recommendations, and actually implement parts of the plan after approval by the global leadership. Other aspects of the plan were transitioned to key stakeholders throughout the company. The resulting four critical initiatives were

• a career development framework that supported the Kanbay culture while satisfying growth objectives and career aspirations of the Associates,

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• a decisionmaking model for Kanbay’s solution center strategy that would determine the timing and location for the next business solution center,

• a model for the improvement of project profitability that would allow for continuous growth while increasing the gross profit margin, and

• a consistent client interface management process that would create predict able excellence in project delivery across multiple sites (Marsh & Johnson, 2005).

With one week’s preparation, participants were sent back to their home locations for client engagements. Each project group had a sponsor and a coach. The coaches facilitated the team learning process and served as a mentor and coach to the project team members and sponsors. The sponsors were the project team’s key link to the organizational strategy and for whom the project teams delivered and implemented solutions. The coaches provided the daytoday guidance, and the sponsors were available to provide strategic input and ensure that each project team had access to necessary resources and support to be successful.

During the 12th week, everyone reassembled in Chicago to present plans, receive feedback from leadership, and to reflect on lessons learned about leadership. The final six weeks, although back in project virtual teams at a variety of locations, was the time when plans were finalized and implementation designs put in place.

One member of the leadership team who had been trained as a coach and served as a coach for one of the teams stated, “The results were remarkable. Taking on an idea, working it across time zones, and finally coming to consensus on a new direction at the global level has transformational power in it.” He further emphasized that partici pants were placed on teams where if they wanted to achieve success, they would be required to learn new skills and ways of operating. “Sure, we were looking for results, and we got results,” another vice president commented, “but if learning was not going on we were not getting what we needed out of GLDP—development of depth leader ship capacity built upon values enhanced by the action learning process. We believe we are well on our way.” Cap Gemini continues to use Action Learning for Global Leadership Development.

Microsoft Leadership in Action Microsoft’s goal is to further corporate citizenship as it prepares highpotential leaders for the challenges and opportunities presented by globalization. To that end, Microsoft invites high potential leaders to participate in ExPo Leaders Building Leaders, an experience designed to prepare leaders for more senior levels of responsibility. One of ExPo’s core components, Leadership in Action, uses a progression of action learning techniques to help members develop as leaders by working on complex problems with fellow highpotentials.

Only those employees in the top 4% of the Sales, Marketing and Services Group worldwide qualify for Leadership in Action. The program is designed around key

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drivers that research suggests provide real impact: a diverse organizational network; visibility to current leaders and engagement with immediate management; a thought ful development plan; and a rich, challenging onthejob experience. Executives iden tify and qualify the participants who have the aspiration, commitment, and ability to be business leaders at Microsoft. ExPo’s objective is to accelerate these members’ development and create greater readiness for leadership through additional experi ences aligned with the drivers.

The Leadership in Action component of ExPo uses a unique combination of action learning techniques to advance leaders’ capabilities while, at the same time, making a direct business impact. In preparation for Leadership in Action, participants in senior leadership roles at Microsoft (Tier 1s) identify “breakthrough opportunities” within their existing teams, where they can create the visibility and momentum needed to move their careers forward. These leaders are encouraged to consider how these breakthroughs align with passions and strengths and where there is greatest opportunity for business impact. Members hold a onetoone reflection and contracting meeting with their man agers to get their support.

Next, Tier 1s attend a Leadership in Action Practicum, a threeday workshop where they each bring their breakthrough opportunities and are paired with a group of five to eight highpotential managers (Tier 2s). The goal is twofold: (a) Participants “learn how to learn” from their own experiences and (b) they solve actual business problems. Groups use a progression of experiential learning techniques during the workshop. First, peercoaching Learning Circles encourage networking and cross collaboration in addressing participants’ leadership challenges. An immersive Singleproblem Action Learning session focuses the group on the Tier 1’s breakthrough opportunity. Finally, Innovation Training prepares participants to think and lead beyond the status quo and to build buyin among stakeholders.

All of the participants leave the session with new problemsolving skills and prac tice in leading through questions. Tier 1 problem presenters take away actions and inputs from the event and use them to significantly move their problems forward. At the end of the year, Tier 1 members reflect on their ExPo experience and return to their management teams, and action learning teams, to present around actions taken and learnings.

Microsoft benefits from action learning because action learning allows members to practice and develop leadership competencies, work together as highpotential teams, and learn to ask great questions as leaders, all while working on real, urgent business problems. In 2008, ExPo ran two Leadership in Action Practicums with 15 simulta neous action learning projects. Participant satisfaction was 99%, with 96% respond ing they were very satisfied. One of the Tier 1 problem presenters said, “In two hours, I accomplished more through the action learning process than I would have achieved in six months.”

Action learning has proven itself able to handle effectively the trends of globaliza tion, strategic planning, and leadership development. Furthermore, action learning fol lows the universal trends toward technology implementation. In a variety of ways,

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action learning features have been enhanced through the appropriate application of tech nology. In addition, the very process of action learning has been successfully adapted for new media.

Technology-Enabled Action Learning Many of the innovations explained in this article are made possible and sustainable through the use of technology. In fact, technology underpins the majority of these adv ances in globalization, strategic planning, and leadership development. There are also cases, however, where technology affects the entire action learning process. On both levels, the future of action learning will be protected if it adapts to and adopts new technologies.

Technology extends the reach of action learning to people in places that have not yet experienced its power. Virtual adaptations of action learning better support its implementation in global organizations. Action learning conducted in part or wholly through virtual means offers definite cost benefits. Furthermore, action learning sup ported by technology enables leadership development and strategic decision making advantages to those who may not have otherwise been able to experience their power.

Action Learning Initiatives and Technology The previously cited initiatives demonstrate a variety of novel technology applications in support of the action learning process. Most of these initiatives implemented a blended approach. They started with a facetoface session; then subsequent meetings were enabled through technology.

The ExPo case study used technology to virtually follow up on the set members’ agreed upon actions. Communication among set members was also enabled through the use of blogs, social networks, and audio and video conferences. These technolo gies permit the set members to continue addressing the action learning problem even when they are at a distance from each other.

Also in the ExPo case, the action learning coach hosted conference calls to encourage teams to deliver on their commitments and reflect on experiences. This enabled the coach to be involved with the team virtually. The set continued to learn and was cha llenged to take the agreedon actions, even though the members were not colocated.

The Leadership in Action (LIA) sets met virtually to discuss their commitments and subsequent actions. They used technologies such as audio or video conferencing, Microsoft SharePoint and Live Meeting. These tools also enabled the building of social networks through realtime collaboration.

Every phase of the action learning process can be enabled through a variety of tech nologies. In fact, technologies maintain the integrity of the process in spite of the physical separation. In the future, it is possible that those in less developed areas

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that do not have Internet access may participate in action learning supported by the use of mobile technologies. These technologies (Keegan, 2008) such as the per sonal digital assistants, smart phones, or cell phones, provide an untapped resource.

Adaptations that already exist and have gained acceptance rely on asynchronous threaded discussion and virtual worlds as the context for participating in the action learning sets. To promote action learning opportunities toward globalization, leader ship development, and strategic thinking, a variety of technologies can, and have been, used. The following cases demonstrate additional ways in which technology can broaden the impact and increase the sustainability of action learning using new venues.

Action E-Learning at the George Washington University The School of Health Sciences at the George Washington University provides an MA in Clinical Research Administration. The target audience is located primarily within the United States and they are fully employed. To accommodate their busy schedules, the courseware is offered entirely online using a Learning Management System (LMS) called Blackboard. This technical curriculum includes a critical, required course on health care leadership.

The design of this healthcare leadership program incorporates projectbased learn ing; this means that students are accustomed to practical application of the course objectives. Thus, rather than focusing on leadership theory, this healthcare leadership course has a practical leadership development emphasis. The course incorporates an innovative version of action learning called Action ELearning (AEL) that is adapted for the online environment (Waddill, 2007). In the AEL approach, the coach conducts action learning virtually while maintaining the integrity of the action learning process.

Within the health care leadership online course, students encounter the AEL lead ership approach in the threaded discussion. They must post a leadership problem that pertains to the field of health care and has a leadership dimension. The types of prob lems that students present range from managing a change effort, to handling conflict, to motivating disgruntled subordinates, to integrating business units. Then using a text and relevant readings, students identify a leadership theory, trait, or style that is attrac tive to them. They integrate their chosen theoretical stance.

Using the threaded discussion, students post their urgent business problems at the beginning of the one to twoweek cycle as a new thread and label the problem in the subject line. During the first half of the cycle, other students pose questions online about the problem. The recipient reflects on the questions; this may take a couple of days and results in wellthoughtout actions. During the second half of the session, the problem owner responds to all of the questions posed for his or her problem. When students take action on the problem, they report on it in the threaded discussion of the learning management system (LMS). This cycle repeats itself, with a new thread

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starting at the beginning of each session. Students post their original description of the problem, or reframe it while maintaining the same label.

The instructorascoach intervenes following the basic protocols for the action learning coach. The coach’s intervention is marked by using a bold, italicized blue “Note:” in the subject line. Participants know to pay attention to the coach’s question; it requires a response.

The advantage of the technology is apparent in the asynchronous environment, offering boundless opportunities for thoughtful questions, reflection, and action while maintaining a safe environment. Students follow basic rules of netiquette. The coach presents those rules in the kickoff overview that is conducted via groupware called Elluminate Live.

The outcomes of the course appear in the text in the discussion board as a perma nent testament to the power of this process. Many students resolve the dilemma they presented. Not all of the students take action on the problem, but most move toward a solution through action. They all document their learnings as they work through their business problems. If they find a solution before the end of the semester, they are allowed to address another, completely different problem. Students indicate their enthu siasm for the AEL approach on the course evaluations. As one student said, “I have participated in numerous leadership training classes, but this one incorporated all the critical concepts into a forum that enables the student to identify significant applica tion for the topics.” The important consideration for the instructor as coach is to give the discussions considerable weight when grading because participation in the threaded discussion is a laborintensive process.

A more recent technology innovation, also termed Action ELearning, takes place in the HRD Course of the GWU Graduate School of Education titled “Action Learn ing.” In this course, designed and taught by Dr. Deborah Waddill, the students are given the opportunity to conduct action learning in the virtual world of Second Life. Because GWU has campuses located in Washington, D.C.; Alexandria, Leesburg, and Hampton Roads, Virginia; and Singapore, students on other GWU campuses have access to the power of action learning without being colocated with the instructor and the other set members. The longterm implications are that the action learning can be conducted across time zones, wherever there is a set member, a computer, and an Internet broadband connection.

Action ELearning in Second Life functions on the same basic principles of action learning as specified in this publication. However, Action ELearning in Second Life (SL) requires that students first create their own avatars and register for the private, GWU Island. They meet on the GWU Island in a space specifically designed for action learning, with soundproofed rooms for privacy. Student coaches oversee the action learning sets, which use an “open” approach to action learning. Thus, each student brings his or her own business problem to the set. Each student is allocated time to address his or her own business dilemma in Second Life using either the chat or voiceover Internet protocol (VoIP). Then they take action between set meetings. At the next scheduled SL meeting, they report to the set the results of the actions they have taken,

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demonstrating the power of the AL process even in a simulated world. Students enjoy being able to participate virtually in an action learning set that allows for synchronous, verbal interaction in a 21stcentury environment.

The outcomes of the Action ELearning Second Life approach are mixed, but will no doubt improve over time. There are connectivity issues that absorb the coach’s attention. Students must have computers with sophisticated graphics cards, microphones, and access to broadband cable or DSL in order to participate. Lack of the basic com puter system requirements causes frustration and mitigates the power of the action learning process. In addition, there is a learning curve for interacting in a virtual envi ronment, especially for those who are using this virtual world for the first time.

Nevertheless, the fervor for this venue is not dampened by the obstacles. The syn chronous VoIP technology simulates the facetoface aspect of action learning without requiring colocation in the first life. And the avatars provide an enjoyable alternative to the physical constraints of real life. Finally, participants relate to the avatars as an extension of themselves.

Mobile Technologies May Be Applied to Action Learning These examples of Action ELearning do not exhaust the possible technology applica tions. Other technologies provide additional, equally viable options for implementing action learning on a global, virtual scale. Those who have Internet capabilities may find that threaded discussions, groupware, social networking, and virtual worlds offer fea sible alternatives to the facetoface approach. However, nations and peoples who do not have Internet access also have action learning options.

Mobile technologies, including cell phone and personal digital assistants (PDAs), offer connectivity in regions where there is no stable Internet. As the lines between the Internet and telecommunications blur, action learning advocates may someday take advantage of mobile technologies. Conversion techniques—to adapt pedagogical mate rial for delivery on a mobile device—have already been delineated (Rosman, 2008). A similar approach may be applied to broaden the use of action learning to areas where Internet connectivity is unreliable and mobile technology is available. Mobile technology offers a viable option for bridging the digital divide and implementing action learning in developing countries.

If new applications are the foundation of action learning’s future, technology will be the delivery mechanism that propels action learning forward. In fact, among the initiatives cited here, technology is a critical element for action learning’s success. It is safe to assume that technology will be an essential element for action learning in the future.

Action Learning—Integral to the Future of HRD The forecast is positive for action learning as a virulent force in the 21st century. When viewed alongside the predictions for the field of HRD as a whole, action

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learning’s power becomes even more evident. Table 1 summarizes ways in which future trends in HRD are supported by present action learning initiatives cited in this article.

Future Research possibilities, Challenges, and Obstacles Although the focus of this article is existing innovations that represent possible future directions for action learning, there are other opportunities.

Future Possibilities—The Nonprofit Workplace Service learning, because of its focus on experiential learning that is action focused, may be an area of future exploration for action learning in the nonprofit workplace. Service learning is an othercentered approach that not only focuses on the knowledge gained by the learner but also allows those who are being served to control the service that is provided to them. Hence the service provided is real and necessary—not just constructed for the purpose of learning (Sigmon, 1979). Perkins (1994) provides one definition of service learning (as cited in BushBacelis, 1998):

Academic servicelearning is a method by which students learn and develop through active participation in thoughtfully organized experiences that meet actual community needs and are coordinated with the academic and local communities (p. 20).

In addition, Furco (1996) stresses,

Servicelearning programs must have some academic context and be designed in such a way that ensures that both the service enhances the learning and the learning enhances the service. Unlike a field education program in which the service is performed in addition to a student’s courses, a servicelearning pro gram integrates service into the course(s) (p. 5).

Table 1. Action Learning Initiatives and HRD Future Trends

Globalization Strategic Planning Leadership Development Technology

Microsoft ExPo Front Lines in Kenya

“Rainbow Convention” in South Africa

National Bank of Dominica

Kanbay/Cap Gemini— Global Leadership Development Program

Microsoft— Leadership in Action

Action E-Learning in an LMS and Second Life

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As an experiential approach to learning, however, certainly the exploration of ser vice learning as applicable to the nonprofit workforce in a nonacademic environment deserves consideration. Rather than integrating service into coursework, one might suggest that workforce educators skilled in action learning methods and technologies consider action learning as a vehicle for workplace service learning. Experience would become the entry point for the learner rather than something structured into a class room approach to learning. Experimentation with Nonprofit Leadership Development programs combining action learning with service learning could bring about new approaches to the problems focused on by the nonprofit community while preparing nonprofit leaders to tackle emerging issues.

Future Obstacles and Challenges Although action learning offers flexibility regarding its delivery, in the future action learning will need to adapt and overcome obstacles, and challenges do exist. With the move toward sophisticated technologies such as Second Life also comes the reality of the digital divide. It will be a challenge to the survival of action learning to overcome the digital divide provide access for all regardless of their level of connectivity. In addition, worldwide tensions could forestall action learning’s progress into new regions. Thus, the limits of human nature itself could impede implementation in organizations and governments that need it most.

Although various research accounts have placed the businesswide return on invest ment from action learning as anywhere from 5 to 25 times its cost (as cited in Article 1), there is little empirical research or evidence on why and how action learning works. A future challenge for action learning, therefore, is to quantify the results of action learning. This will earn action learning a place at the research table and further assert its credibility to the academic community.

A major obstacle to the action learning process is the observation that a lot of what is called action learning is, in fact, all action and no learning. This imitation is perpetu ated if there is no coach or someone responsible for the learning. Action alone is a concern. It undercuts a core principle of action learning, which is that action must always be accompanied by learning. They must work together; otherwise neither is done well.

Those who have experienced action learning become advocates who are com pelled to share its power with others, thereby helping to overcome these obstacles. The power is in the process. These problems may be surmounted if those who imple ment action learning remain true to the process and key elements of action learning— all of them.

Action Learning in the Future This article supplies case study evidence of action learning’s preparedness for the future. Present initiatives showcasing some progressive action learning applications

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provide evidence that there are many forward looking organizations implementing innovative approaches to action learning. The trends cited include action learning as a force for globalization, a support for strategic planning, a method for leadership development, and a process that can flourish when using technology. Finally, this article cited ways in which action learning furthers the field of human resource development by supporting predicted future initiatives in HRD. Taken in sum, the evidence is clear that action learning is well positioned to progress and thrive in the 21st century.

Declaration of Conflicting Interests

The author(s) declared no conflicts of interests with respect to the authorship and/or publication of this article.

Funding

The author(s) received no financial support for the research and/or authorship of this article.

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Bios

Deborah Waddill earned her doctorate from George Washington University, where her dis sertation on Action ELearning earned the Dissertation of the Year award from Phi Delta Kappa. As President of Restek Consulting, Deborah provides consulting services for the design and implementation of technologyenabled learning products and services. She speaks regularly at conferences and publishes in scholarly journals and textbooks on a variety of research topics related to technology, leadership, and learning.

Shannon Banks is a Worldwide Leadership Development Consultant and leads the Tier 1 High Potential Program for Microsoft’s Sales Marketing and Services Organization. She is Microsoft’s global thought leader for action learning and responsible for the design of Leadership in Action and ExPo Front Lines. She holds a master’s degree from the University of Birmingham, England, and undergraduate degrees from the University of Kansas.

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Catherine Marsh is an associate professor of management at North Park in the School of Busi ness and Nonprofit Management. She previously served as director of human resources for the 21st Century Telecom Group and is the founder and president of Catherine Marsh Consulting. Prior to this, she was vice president and director of human resources for Kanbay, Inc. Her research interests focus on leadership development in forprofit and nonprofit organizations.

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