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

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
JournalJournal of Work - Applied Management
Publication statusAccepted for publication - 18 Feb 2022

Keywords

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

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