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The Nurses Memorandum of 1938: a first step in the development of action learning?

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The Nurses Memorandum of 1938: a first step in the development of action learning? / Bourner, Tom; Brook, Cheryl; Pedler, Mike.

In: Action Learning: Research and Practice, 15.12.2017.

Research output: Contribution to journalArticle

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Bourner T, Brook C, Pedler M. The Nurses Memorandum of 1938: a first step in the development of action learning? Action Learning: Research and Practice. 2017 Dec 15. Available from, DOI: 10.1080/14767333.2017.1408568

Author

Bourner, Tom ; Brook, Cheryl ; Pedler, Mike. / The Nurses Memorandum of 1938: a first step in the development of action learning?. In: Action Learning: Research and Practice. 2017

Bibtex

@article{b0f890b7ff294dcd84a69781f71a3d34,
title = "The Nurses Memorandum of 1938: a first step in the development of action learning?",
abstract = "This article concerns the origins of the idea of action learning, especially the claim by Revans that his Memorandum on ‘The Entry of Girls into the Nursing Profession’ in Essex hospitals written in 1938 was the first step in the development of action learning. Whilst Revans repeatedly made this claim, there is no evidence in the actual words of the Memorandum to support it, and he never explained the basis for his belief. Why Revans saw this paper as a first step is therefore a mystery. In this paper we examine the circumstances of the production of the Memorandum to find possible answers. After discussing the evidence we conclude that Revans’ claim is based on the ideas and insights which occurred to him in 1938 in his research and thinking, rather than upon what he actually wrote. We also suggest some defining aspects of action learning can be traced back to ideas first stimulated in the research and production of the 1938 Memorandum, including the importance of first-hand knowledge in tackling organisational problems; the limitations of expert knowledge in complex conditions; the impact of hierarchy on the flow of knowledge; the importance of problem ownership in bring about action for improvement and the primacy of learning in the processes of problem-solving and innovation.",
keywords = "First-hand knowledge, expert knowledge, authority, hierarchy, innovation, embargoover12",
author = "Tom Bourner and Cheryl Brook and Mike Pedler",
note = "EMBARGO 18 MTHS - 15 Jun 2019 This is an Accepted Manuscript of an article published in Action Learning: Research and Practice, (2017), available online: http://www.tandfonline.com/doi/pdf/10.1080/14767333.2017.1408568?needAccess=true",
year = "2017",
month = "12",
day = "15",
doi = "10.1080/14767333.2017.1408568",
language = "English",
journal = "Action Learning: Research and Practice",
issn = "1476-7333",
publisher = "Taylor and Francis Ltd.",

}

RIS

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T1 - The Nurses Memorandum of 1938: a first step in the development of action learning?

AU - Bourner,Tom

AU - Brook,Cheryl

AU - Pedler,Mike

N1 - EMBARGO 18 MTHS - 15 Jun 2019 This is an Accepted Manuscript of an article published in Action Learning: Research and Practice, (2017), available online: http://www.tandfonline.com/doi/pdf/10.1080/14767333.2017.1408568?needAccess=true

PY - 2017/12/15

Y1 - 2017/12/15

N2 - This article concerns the origins of the idea of action learning, especially the claim by Revans that his Memorandum on ‘The Entry of Girls into the Nursing Profession’ in Essex hospitals written in 1938 was the first step in the development of action learning. Whilst Revans repeatedly made this claim, there is no evidence in the actual words of the Memorandum to support it, and he never explained the basis for his belief. Why Revans saw this paper as a first step is therefore a mystery. In this paper we examine the circumstances of the production of the Memorandum to find possible answers. After discussing the evidence we conclude that Revans’ claim is based on the ideas and insights which occurred to him in 1938 in his research and thinking, rather than upon what he actually wrote. We also suggest some defining aspects of action learning can be traced back to ideas first stimulated in the research and production of the 1938 Memorandum, including the importance of first-hand knowledge in tackling organisational problems; the limitations of expert knowledge in complex conditions; the impact of hierarchy on the flow of knowledge; the importance of problem ownership in bring about action for improvement and the primacy of learning in the processes of problem-solving and innovation.

AB - This article concerns the origins of the idea of action learning, especially the claim by Revans that his Memorandum on ‘The Entry of Girls into the Nursing Profession’ in Essex hospitals written in 1938 was the first step in the development of action learning. Whilst Revans repeatedly made this claim, there is no evidence in the actual words of the Memorandum to support it, and he never explained the basis for his belief. Why Revans saw this paper as a first step is therefore a mystery. In this paper we examine the circumstances of the production of the Memorandum to find possible answers. After discussing the evidence we conclude that Revans’ claim is based on the ideas and insights which occurred to him in 1938 in his research and thinking, rather than upon what he actually wrote. We also suggest some defining aspects of action learning can be traced back to ideas first stimulated in the research and production of the 1938 Memorandum, including the importance of first-hand knowledge in tackling organisational problems; the limitations of expert knowledge in complex conditions; the impact of hierarchy on the flow of knowledge; the importance of problem ownership in bring about action for improvement and the primacy of learning in the processes of problem-solving and innovation.

KW - First-hand knowledge

KW - expert knowledge

KW - authority

KW - hierarchy

KW - innovation

KW - embargoover12

U2 - 10.1080/14767333.2017.1408568

DO - 10.1080/14767333.2017.1408568

M3 - Article

JO - Action Learning: Research and Practice

T2 - Action Learning: Research and Practice

JF - Action Learning: Research and Practice

SN - 1476-7333

ER -

ID: 8656505