This research presents a study of how the transfer and application
processes of an action learning management development programme
can contribute to the field of organization learning. The
qualitative nature of this study replaces positivist criteria of
external and internal validity with a consideration of issues of
meaning, trust and authenticity. An emerging research strategy
evolves from an intended rational evaluation study through a study
of group dynamics to a conclusion immersed in ethnographic
influences. Reviewing the literature on management development,
with particular reference to action learning, the need is
highlighted for a critical theory involving self-development,
questioning organization assumptions and a consideration of
political and power realities.
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