Self-managed action learning among assessors of newly qualified social workers in multiple organisations in England: a facilitator’s perspective

Cheryl Brook, Christine Abbott

    Research output: Contribution to journalArticlepeer-review

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    Abstract

    Purpose: This article explores a self-managed action learning initiative undertaken by social work assessors in England which led to insights into the practice of self-managed action learning (SMAL).

    Design/methodology/approach: The paper draws upon the experience of the authors in relation to an actual self-managed action learning intervention in a social care context in England.

    Findings: The paper suggests that, in contrast to extant literature, it is not the absence of an ‘expert’ facilitator which has proved to be most challenging but rather dealing with the practicalities of managing inter-organisational sets online. Specific individual and inter-organisational learning came about as a result of the SMAL initiative, including the implementation of inter-organisational networking to support isolated assessors.

    Research Implications: The ideas and perspectives discussed in this paper will be explored through further empirical research.

    Practical Value: The paper illustrates how self-managed action learning can be implemented and suggests how it can facilitate organisational and individual learning.

    Originality/value: The paper contributes to a limited literature on the practice of self-managed action learning. The uniqueness comes from both the multi organisational aspect of the programme, that it is self-managed and delivered virtually.
    Original languageEnglish
    Pages (from-to)200-211
    Number of pages12
    JournalJournal of Work - Applied Management
    Volume14
    Issue number2
    Early online date9 Mar 2022
    DOIs
    Publication statusPublished - 5 Oct 2022

    Keywords

    • action learning
    • self-managed action learning
    • organisational learning
    • social workers

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