A History of the Action Learning, Action Research, and Process Management Association (ALARPM): From Brisbane (Australia) to the World Through Inclusion and Networks
ABSTRACT Action Learning, Action Research, and Process Management Association (ALARPM) is an organization of volunteers dedicated to the international expansion of action learning, action research, and process management, through world congresses. It has existed for over a dozen years now, despite significant stresses and strains, and has successfully conducted five world congresses with a sixth one in 2003. This history of ALARPM shows that a small group can set out to be international and inclusive from the beginning, so long as it also develops processes to sustain itself internally.
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ABSTRACT: Purpose – The purpose of this paper is to offer a reflexive commentary on the nature and validity of actionable knowledge from the authors’ experience with action research in New Mexico and beyond. Design/methodology/approach – The authors have situated their localized experience in the history and theory of the broader field of action research by posing the question of whether the validity of action research depends more upon the observer's worldview than upon the quality of change in the lives of those involved in the intervention. Findings – Three fundamental tenets of action research are identified. A pragmatic perspective underlies the need for locality grounded criticality in reflection, instrumental participation leading to trust and genuine understanding of behavior, and a shared desire to actualize untapped human potential to solve a problem. Research limitations/implications – The paper offer's reflection on the validity of actionable knowledge from the authors’ experience, supported by a brief case example to illustrate the dialogical convergence of theory and practice. Thus, this perspective may not be relevant and useful to all readers. Practical implications – Reflection, regardless of when or how long it takes, is an essential catalyst in the transition of actionable knowledge into change. Originality/value – The article attempts to separate a few essential elements of action research from the accumulated bits of technique, personal beliefs, ideology, and collected experiences that practitioners and theorists have attached to the question of validity and utility of knowledge produced by action research.Management Research News 04/2007; 30(5):359-367. DOI:10.1108/01409170710746355
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ABSTRACT: This paper examines a case study where mind mapping is used within an action research project to foster improved community group effectiveness and decision-making. The case study focusses on the social dynamics experienced during the formative stage of a community action group in Byron Bay, New South Wales; one of a network of such groups, formed to ensure that sustainable environmental management practices are followed in proposed coal-seam gas developments. In the context of examining systemic social interactions within such a group, the study recognises both the importance of communication and the susceptibility of individuals to certain behavioural patterns. Negative emergent norms led to excessive behaviours that threatened to hinder effective communication and group behaviour. Use of mind mapping countered this negative tendency, focussing the inherent positive qualities of the group, and thus enabling more efficient decision-making. Shown to be an effective tool for overcoming communication barriers and increasing cohesion; its power lies in maintaining process transparency, removing power-structures and ego-centric personal barriers, hence facilitating effective communal knowledge sharing, clarification, idea crystallisation, and planning.05/2014; DOI:10.4103/0972-4923.132130
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ABSTRACT: Purpose – The purpose of this article is to provide a design and implementation framework for ALAR (action learning action research) programme which aims to address collaborative improvement in the extended manufacturing enterprise. Design/methodology/approach – This article demonstrates the design of a programme in which action learning and action research were used in combination (ALAR). The participants in the EME engaged in action learning on their work on collaborative improvement in the supply chain. The action learning was studied through action research cycles of action and reflection. Findings – This implementation of the ALAR programme consolidated the design of ten meetings across three stages and adds to other design models within ALAR approach. Research limitations/implications – This is one particular research programme, from which learning may be extrapolated. Practical implications – This article provides a practical design framework for ALAR programmes on collaborative improvement in the EME. Originality/value – The article extends the application of an ALAR programme design into the inter-organisational setting.The Learning Organization 01/2006; 13(2):152-165. DOI:10.1108/09696470610645485