In the early 1990s, action learning method began to attract the attention of some domestic training institutions. The Training Center of the Central Organization Department (the predecessor of the National Organization Cadre College of the Central Organization Department) applied it to the training and development project of middle and senior civil servants. In more than ten years, it has been implemented in many provinces and solved a series of problems such as environmental protection, regional economic development, labor and social security. It has effectively promoted local development and trained a large number of outstanding cadres.
With the more and more extensive application of action learning method in practice, the concept of action learning has been deeply rooted in people's hearts, and many experts and scholars have made a new understanding and elaboration of the concept of action learning in combination with the actual situation in China. Although there are many differences among the parties, there are many similarities or similarities in understanding the core concepts and basic characteristics of action learning. The author thinks that we can grasp the concept of action learning from the following aspects.
Action learning aims at solving problems in work. In action learning, everyone comes to learn with problems in their work. This problem comes from students and is closely related to improving work performance. The desire to solve problems makes students actively participate in learning. The process of action learning begins with discussing and choosing the same problem, and the whole learning is gradually carried out around the research and solution of the problem.
Problem-oriented is an important feature of action learning. Taking problems as a link, it builds a bridge between study and work. Action learning emphasizes such important concepts as "combination of learning and application", "learning at work" and "learning at work", and all of them need to be based on solving problems to realize the effective combination of learning and work. Compared with other learning methods, paying close attention to solving problems improves the pertinence of action learning in adult training, which is also an important reason for the more prominent effect of action learning.
Action learning takes teamwork as the main way. In action learning, everyone should join a group. On the basis of democracy, equality and mutual support, group members share ideas, contribute experiences and inspire each other, and conduct research together as a team to complete the learning task. In order to ensure effective team learning, action learning also provides a series of collective research procedures and methods.
Action learning is essentially a cooperative collective learning, and fully concentrating collective wisdom is its important starting point. Various effective team learning methods are an important part of action learning. Behind the rich and varied procedures and methods, the deep thought is to recognize everyone's value equally and fully respect everyone's irreplaceable contribution to learning. This recognition and respect is in line with students' inner desire for learning, which makes action learning more popular with students than other learning methods.
Action learning is a continuous process that emphasizes practicality. On the basis of learning knowledge and reflecting experience, action learning studies work plans and puts them into practice in the workplace. Test the effect in practice, find new problems, generate new ideas, and then continue to learn and improve. Repeated study, research and work progress in the process of practice-understanding-re-practice-re-understanding until the problem is finally solved.
An important feature of action learning is to try, pay full attention to practical links, and effectively realize "learning by doing" for workers. Whether learning can be effective needs to be verified in practical work. Action learning directly regards practice as the link of learning, and completes the whole learning process in the constant reciprocating of cognition and practice. From the perspective of materialist dialectics, this is more in line with the objective law of understanding the world, and also embodies the basic viewpoint of Marxist epistemology.
The process of action learning emphasizes reflection. Action learning emphasizes promoting students to reflect on their own and others' experiences and practices in various ways. On this basis, they can question the hypothesis, explore the root of the problem, rationally analyze and summarize, find the improvement plan and guide the practice. At the same time, in the process of reflection, students think about their own mental model, break the mindset and realize the real change and growth of themselves.
An important theoretical support of action learning is Cooper's experiential learning cycle, in which reflection is the key link. In practical application, we should focus on whether students can effectively promote reflection and take it as an important criterion to test the effectiveness of action learning. At the same time, reflection can only be carried out by oneself, which is a prominent embodiment of the modern training thought of "student-centered".
Action learning will eventually realize the growth of individuals and organizations. On the one hand, action learning enriches personal knowledge and experience and improves personal ability to analyze and solve problems. On the other hand, by constantly discovering and solving the problems encountered in the development of the organization, it helps the organization to meet the challenges constantly and enables the organization to have the ability of self-thinking and self-renewal. At the same time, it has created a strong learning atmosphere in the organization and enhanced the mutual trust and self-confidence of the members of the organization.
The above five aspects have answered the question of what action learning is to some extent. The concept of action learning comes from practice and will continue to develop in practice. As a concept that originated in the West, it will inevitably be combined with the reality of China after entering China.
On the one hand, we should adopt an open and inclusive attitude so that action learning can be constantly tested and developed in practice. Blind obedience and plagiarism are not action learning. To solve the problems in China, we need to uphold the original intention of action learning, carry forward the spirit of seeking truth from facts and keeping pace with the times, strengthen the localization, standardization and operability of action learning, and improve its applicability.
On the other hand, we should adhere to the core concept and basic characteristics of action learning. After more than half a century's development, action learning has formed a relatively rigorous methodology system, and many research processes have been repeatedly tested and demonstrated by many implementing agencies. We should pay full attention to some key elements and steps, which are the key to action learning. If we hastily deny or change action learning under the banner of China at the beginning of contact, it will be difficult to understand the essence of action learning, and even the practice of action learning in China will go astray.