Individual and Situational Precursors of Successful Action Learning

Abstract

Action learning is based on exposure to managers and teachers engaged in the solution of real-time problems. This article reports on a study of three action learning programs to determine individual and situational factors that lead to useful behavioral outcomes. Students improved the most in questioning competencies as well as in some of the traditional mangerial skill domains. This study also found a strong association between action science proclivities and action learning outcomes.