The content and role of working have changed in significant ways as a result of new technologies and broader social and organizational changes. Work serves a range of purposes for individuals including recognition, influence, self-expression and self-fulfilment. Learning with Colleagues relates to personal development, enabling individuals to enter into a deeper relationship with colleagues to learn from them and with them. The book will be an important stimulus to creating a workplace learning environment.
Author(s): Erik de Haan
Year: 2005
Language: English
Pages: 248
Cover......Page 1
Contents......Page 8
List of figures and tables......Page 14
Preface......Page 16
Part I Peer consultation......Page 22
Introduction: Professional development through joint reflection......Page 24
Peer supervision: the profession at the centre......Page 25
Action learning: the professional at the centre......Page 26
Peer supervision and action learning: the main differences......Page 27
Summary: what are peer supervision and action learning?......Page 30
2 Who or what is at stake?......Page 31
Summary: who or what is at stake?......Page 35
Closed and specific questions......Page 36
Open questions......Page 37
Questions to be handled with care......Page 39
Structuring and summarising......Page 40
Summary: the art of asking questions......Page 41
4 Consultation methods......Page 43
Brief introduction to each method......Page 44
The supervision method......Page 48
The brainpicking method......Page 49
Extension for the Balint method......Page 50
Background to the Balint method......Page 51
The learn-and-explore method......Page 52
The dominant-ideas method......Page 53
The U-method......Page 54
Learning from success......Page 55
The ten-step method......Page 56
Suggestions regarding the ten-step method......Page 57
The five-step method......Page 58
The gossip method......Page 59
Suggestions regarding the gossip method......Page 60
The clinic method......Page 61
The storytelling method......Page 62
The hologram method......Page 63
Organisation constellations......Page 64
Summary: consultation methods......Page 65
5 Choosing the right method......Page 66
Summary: choosing the right method......Page 69
Openness......Page 70
Trust......Page 71
Expectations......Page 72
Relevance of issues......Page 73
Summary: fostering peer supervision and action learning......Page 74
Part II Facilitation......Page 76
Introduction: Facilitating peer consultation groups......Page 78
Facilitation of peer supervision......Page 79
Facilitation of action learning......Page 81
Summary: role of the facilitator......Page 82
Getting started and choosing a method......Page 83
Exchanging ideas, views, problem descriptions and so on......Page 85
Elaboration......Page 86
Timetable......Page 87
Summary: interpreting the facilitator's role......Page 88
Suspending judgement......Page 89
Striving for an open approach......Page 90
Reversing the focus of attention......Page 91
Summary: creating conditions for mutual learning......Page 92
10 Giving feedback......Page 93
Summary: giving feedback......Page 98
11 Keeping an eye on the mirror......Page 99
Through the eyes of the beholder: what are we looking at?......Page 100
The issue becomes the focus of recognition......Page 101
Reflections on there-and-then......Page 103
Lack of focus: diffuse scatter......Page 107
Conclusion......Page 110
Summary: keeping an eye on the mirror......Page 111
Encouraging consultation......Page 112
Encouraging group development......Page 115
Summary: encouraging development......Page 119
13 Handling difficult moments......Page 120
Summary: handling difficult moments......Page 123
Part III Learning from experience......Page 124
Introduction: Authorities on learning......Page 126
14 Some concepts and definitions......Page 128
An example: Erik's diary of Learning with Colleagues (1)......Page 131
Summary: concepts and definitions of learning......Page 132
15 Four learning styles......Page 133
Divergence......Page 135
Assimilation......Page 136
Convergence......Page 137
Accommodation......Page 138
Singular learning......Page 140
Dual learning......Page 141
The full cycle of experimental learning......Page 142
An example: Erik's diary of Learning with Colleagues (2)......Page 143
Summary: four learning styles......Page 144
Meta-learning......Page 145
Facilitating learning......Page 146
An example: Erik's diary of Learning with Colleagues (3)......Page 149
Summary: learning to learn better......Page 151
17 Upward spirals: life-long learning......Page 152
An example: Erik's diary of Learning with Colleagues (4)......Page 154
Summary: upward spirals......Page 155
The unpalatable face of learning......Page 156
Attempts to break out of the spirals......Page 159
Summary: downward spirals......Page 164
Part IV From consultation groups to learning networks......Page 166
Introduction: The boundaries of peer consultation......Page 168
How does peer consultation fit in with Kolb's learning cycle?......Page 170
What are the advantages of peer consultation?......Page 172
What are the drawbacks of learning in peer consultation groups?......Page 174
An example: Erik's diary of Learning with Colleagues (5)......Page 175
Summary: peer consultation as a complement to education and practice......Page 177
E Experiences......Page 178
E This experience......Page 179
Application to peer supervision and action learning......Page 181
An example: Erik's diary of Learning with Colleagues (6)......Page 183
Summary: short-cycle learning......Page 184
What is project-based action learning?......Page 185
The main principles of project-based action learning......Page 187
Salient differences between project-based action learning and peer consultation......Page 189
An example: Erik's diary of Learning with Colleagues (7)......Page 190
Summary: project-based action learning......Page 192
22 Extension III: self-managed learning and learning networks......Page 193
What is self-managed learning?......Page 194
What is needed to establish self-managed learning with colleagues?......Page 195
The main principles of learning networks......Page 197
Salient differences between self-managed learning and peer consultation or project-based action learning......Page 198
An example: Erik's diary of Learning with Colleagues (8)......Page 200
Summary: self-managed learning and learning networks......Page 201
A1 Binary observation form......Page 202
A2 Multiple-choice observation form......Page 203
B1 Participants log book......Page 204
B2 Process facilitator's log book......Page 205
C2 Positive feedback......Page 206
Instructions for completing the LSI......Page 208
The cycle of learning......Page 209
Learning style......Page 212
Learning-style type grid......Page 213
The four learning-style types......Page 215
Using the learning cycle to help solve problems......Page 216
Improving your learning and problem-solving skills......Page 217
Resources for further study......Page 221
Introduction......Page 222
Results......Page 224
Summary of quantitative results......Page 227
Conclusion......Page 229
Co-creating change......Page 230
Structure of the action learning community......Page 232
Action learning: getting started......Page 234
Action learning: becoming a facilitator......Page 235
Some early observations......Page 237
Conclusion......Page 238
Summary of first evaluations......Page 239
Bibliography......Page 241
F......Page 245
L......Page 246
Q......Page 247
V......Page 248
