Power Action Learning: Mulig vej til organisatorisk læring med fokus på teamudvikling, videndeling, innovation og virtuel action learning

Power Action Learning: An approach to organizational learning through Team development, Knowledge sharing, Innovation and Virtual Action Learning

Nielsen, Susan Starbæk ; Matthiesen, Maria Nyborg ; Møller, Hanne Birgitte

4. semester

Læring og Forandringsprocesser, Kandidat

2011

2011-05-31

198

Specialet undersøger og videreudvikler action learning i en stor virksomhedsstrategisk kontekst gennem et hermeneutisk, kvalitativt casestudie hos Mærsk (MWOW – Maersk Way of Working). Udgangspunktet er en begrebsafklaring og sammenstilling af Revans’ Action Learning og Boshyks Business Driven Action Learning, som sammen med kritiske perspektiver omsættes til en PAL-model (Power Action Learning) med principper og byggesten, der adresserer programmeret viden, spørgende indsigt, refleksion, handling, strategi, sponsorat og implementering. Metodisk anvendes semistrukturerede interviews samt en tematisk analyse af MWOW’s design, herunder udvælgelse af strategiske fokusområder, forløbsopbygning og facilitatorens rolle, med supplerende drøftelser af læring, refleksion og transfer. Delstudier behandler konsekvenser for teamudvikling, innovation, videndeling og virtuel action learning og munder ud i anbefalinger til MWOW og videreudvikling af PAL-modellen. Da uddraget primært omfatter indledning, metode og struktur samt indholdsoversigt, fremgår de konkrete empiriske resultater ikke her, men specialet sigter mod at tilbyde nye perspektiver og praktiske retningslinjer for at anvende action learning mere strategisk og virkningsfuldt.

This thesis explores and refines action learning in a corporate strategy context through a hermeneutic, qualitative case study at Maersk (MWOW – Maersk Way of Working). It synthesizes Revans’ Action Learning and Boshyk’s Business Driven Action Learning with critical perspectives to develop a PAL (Power Action Learning) model, outlining principles and components that address programmed knowledge, questioning insight, reflection, action, strategy, sponsorship, and implementation. Methodologically, the study uses semi-structured interviews and a thematic analysis of MWOW’s design, including the selection of strategic focus areas, program structure, and the facilitator’s role, alongside discussions of learning, reflection, and transfer. Additional chapters examine implications for team development, innovation, knowledge sharing, and virtual action learning, culminating in recommendations for MWOW and further development of the PAL model. As this excerpt primarily covers the introduction, methods, and structure, specific empirical findings are not presented here; the thesis aims to offer new perspectives and practical guidance for applying action learning more strategically and effectively.

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power action learning ; experiental learning ; reflection ; team development ; knowledge sharing ; high-involvement and employee-driven innovation ; lateral thinking ; virtual action learning

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